1 


CLEVELAND  PUBLIC  SCHOOLS 
ELEMENTARY  SCHOOLS 


ASSIGNMENT  OF  WORK 

TIME  SCHEDULE 
SUGGESTIVE  PROGRAMS 

FOR 

191M912 


BOARD  OF  EDUCATION 

CLEVELAND.  OHIO 
1911 


ASSIGNMENT  OF  WORK 

TIME  SCHEDULE 
SUGGESTIVE  PROGRAMS 

FOR 

1911-1912 


WILLIAM  H.  ELSON 

SUPERINTENDENT  OF  SCHOOLS 


BOARD  OF  EDUCATION 

CLEVELAND.  OHIO 
1911 


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TERM— PROMOTION 


Classification. — Classification  of  pupils  is  made  at  the  end 
of  each  twelve  weeks.  This  grading  is  just  to  pupils  since  they 
have  opportunity  to  be  grouped  in  C,  B,  or  A  divisions  of  a 
grade. 

Method  of  Grading. — The  method  of  grading  combines  daily 
efficiency  with  efficiency  in  examinations.  The  teacher's  esti- 
mate is  valued  two-thirds  and  results  of  examinations  one-third. 
This  method  is  rendered  still  more  equitable  to  the  pupil, 
through  making  each  subject  share  the  same  responsibility  in 
determining  promotion  as  it  shares  in  the  daily  time  schedule. 

Size  of  Divisions. — Principals  are  directed  not  to  create  divi- 
sions C,  B,  or  A  with  a  less  number  than  fifteen  pupils.  No 
more  than  two  divisions  are  to  be  assigned  to  a  room.  When 
two  divisions  are  assigned,  these  should  be  consecutive,  to  wit, 
C  and  B,  B  and  A,  or  A  and  C. 

Adaptation  of  Instruction. — When  two  divisions  are 
assigned  to  a  room,  there  are  separate  classes  in  arithmetic  and 
reading  in  all  grades ;  in  grammar  in  grades  VII  and  VIII ;  in 
geography  in  grades  IV,  V  and  VI ;  in  history  in  grades  VII 
and  VIII.  In  all  other  grades  the  two  divisions  in  these  studies 
are  combined.  All  pupils  in  language,  spelling,  German,  music, 
drawing,  physical  training,  and  physiology  are  taught  in  one 
class.  In  this  way  the  old  type  of  double  grade  is  abolished. 

Assignment  of  Work. — C  divisions  invariably  take  the  C  as- 
signment of  the  course  of  study,  B  divisions  the  B  assignment,  A 
divisions  the  A  assignment.  Since  promotion  rests  upon  the 
teacher's  estimate  together  with  examinations,  teachers  will  not 
follow  assignments  slavishly. 

Examinations. — The  examinations  at  the  end  of  each  term, 
exclusive  of  German,  are  limited  to  a  period  of  two  days.  No 
pupil  is  permitted  to  write  in  any  study  more  than  one  hour  and 
a  half  on  an  examination.  The  number  of  examinations  thus 
remains  the  same  as  heretofore,  while  the  total  time  given  to 
them  during  the  year  is  decreased.  Teachers  are  given  school 
time  in  which  to  mark  papers.  Since  the  results  are  valued  only 
one-third  in  determining  promotion,  examinations  should  not 
disturb  either  teacher  or  pupil. 


Double  Promotions. — In  no  case  is  a  double  promotion  al- 
lowable unless  the  pupil  has  an  average  standing  for  the  term  of 
ninety  per  cent  or  above.  Nor  unless  the  pupil  has  the  consent 
of  the  parent.  And  no  pupil  shall  be  given  more  than  one  double 
promotion  within  a  school  year.  Nor  shall  the  Principal  give 
double  promotions  to  more  than  one-third  of  her  enrollment 
within  a  school  year. 

Non-Promotions. — A  pupil  is  non-promoted  whose  average 
in  all  studies  for  the  term  is  below  seventy. 

Administration, — This  plan  of  promotion  is  best  adapted  to 
buildings  having  more  than  ten  rooms.  Ninety  per  cent  of  pupils 
are  in  larger  buildings.  Transfer  of  pupils  not  provided  for  in 
smaller  buildings  should  be  freely  made  to  the  larger  ones.  In 
this  manner  all  pupils  may  share  in  the  opportunities  of  this 
plan. 


SUGGESTIVE  PROGRAMS 

FOR 

1911-12 


KINDERGARTEN 

A.  M.  .                                                                 P.  M. 

8:30-8:55  Opening  Circle  1:00-1:25 

8:55-9:10  March  1:25-1:40 

9:10-9:35  Gift  1:40-2:05 

9:35-9:55  Games  2:05-2:25 

9:55-10:20  Occupation  2:25-2:50 

10:20-10:30  Goodbye  Circle  2:50-3:00 


FIRST  GRADE— DIVISIONS 

A.  M. 

Time                   Recitations                  Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises    10  10  10  10        10 

Conduct  and   Morals... 

8 :40        Language   7  7  7  7          7 

8:47        Reading    15  15  15  15         15 

9:02        Writing  15  15  15  15         15 

9:17        Reading    15  15  15  15         15 

9:32         Physical    Exercises    and 

Games    8  8  8  8          8 

9:40        Reading    15  15  15  15        15 

Word  Study  or 15  15  15 

9 :55         Physiology   or    . .  . .  . .         15 

Group  Work*   15  20  ..  20 

10:10        Number  Work   20  ..  20  ..         20 

10:30        Dismissal. 

*Fifty  minutes  of  this  time  is  taken  from  Reading  time  and 
5  from  spelling  time. 

P.  M. 

1:00        Language    18  18  18  18        18 

1:18        Reading    15  15  15  15        15 

1:33        Music    15  15  15  15        15 

1:48        Reading    15  15  15  15        15 

2:03         Games    12  12  12  12        12 

2:15        Vocal  Drill*    5  5  5  5          5 

2:20        Reading    15  15  15  15         15 

2:35        Drawing     and     Manual 

Training    25  25  25  25        25 

3:00         Dismissal. 

*The  Vocal  Drill  Work  is  taken  from  the  Spelling  time. 


.SUGGESTIVE  PROGRAMME 


I  GRADE-DIVISIONS 

Three-Fourths  Day  School 

Time 

Recitations 

Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

Conduct  and  Morals... 

10 

10 

10 

10 

10 

8:40 

Word  Study  and  Vocal 

Drill    

15 

15 

15 

15 

Physiology    

15 

.  . 

8:55 

Reading    

22 

22 

22 

22 

22 

9:07 

Music    

12 

12 

12 

12 

12 

9:29 

Reading    

22 

22 

22 

22 

22 

9:51 

Games    

12 

12 

12 

12 

12 

10:03 

Language    

18 

18 

18 

18 

18 

10:21 

Writing    

12 

12 

12 

12 

12 

10:33 

Reading    

22 

22 

22 

22 

22 

10:55 

Number       and       Group 

Work    

18 

18 

18 

18 

18 

11:13 

Manual     Training     and 

Drawing    

17 

17 

17 

17 

17 

II-I  GRADE—  DIVISIONS 

A.  M. 

Time 

Recitations 

Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

10 

10 

10 

10 

10 

8:40 

Phonics    

10 

10 

10 

10 

10 

8:50 

Reading    

43 

43 

43 

43 

43 

9:33 

Physical   Exercises    .... 

10 

10 

10 

10 

10 

9:43 

Writing    

17 

17 

17 

17 

17 

10:00 

Arithmetic    

15 

15 

15 

15 

15 

Recess 

10:30 

Arithmetic    

20 

20 

20 

20 

20 

10:50 

Spelling    

17 

17 

17 

17 

17 

11:07 

Reading    

23 

23 

23 

23 

23 

P.  M. 

1:00 

Language    

28 

28 

28 

28 

28 

1:28 

Music    

16 

16 

16 

16 

16 

1:44 

Games    

8 

8 

8 

8 

8 

1:52 

Reading    

28 

43 

43 

43 

43 

2:20 

Physiology   

15 

.  . 

.  . 

.  . 

.  . 

2:35 

Drawing    

25 

25 

25 

25 

25 

SUGGESTIVE  PROGRAMME 


II  GRADE—  DIVISIONS 
A.  M. 

Time 

Recitations                  Mon. 

Tues. 

Wed.  Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

10 

10 

10 

10 

10 

8:40 

Arithmetic    

43 

43 

43 

43 

43 

9:23 

Physical   Exercises    .... 

10 

10 

10 

10 

10 

9:33 

Spelling"    , 

10 

10 

10 

10 

10 

9:43 

Phonics    

s 

5 

5 

5 

s 

9:48 

Reading    

27 

27 

27 

27 

27 

Recess 

10:30 

Reading1    

3S 

35 

35 

35 

35 

11:05 

Drawing    

25 

25 

25 

25 

?s 

P.  M. 

1:00 

\\  riting    

20 

20 

20 

20 

20 

1:20 

Spelling    

10 

10 

10 

10 

10 

1:30 

Laneaiaere    , 

18 

33 

33 

33 

33 

1:48 

Physiology    

is 

2:03 

Games    

7 

7 

7 

7 

7 

2:10 

Music    

17 

17 

17 

17 

17 

2:27 

Reading    

33 

33 

33 

33 

33 

II  GRADE-DIVISIONS 

Part  Time  School 

Time                  Recitations          Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises   7          7  7  7  7 

8 :37        Arithmetic  30        30  30  30  30 

9:07        Spelling    14        14  14  14  14 

9:21         Physical  Exercises    10        10  10  10  10 

9:31        Phonics    5          5  5  5  5 

9:36   Reading  44   44  44  44  44 

10 :20    Recess 

10:30        Language    20        20  20  20  20 

10:50        Writing    15        15  15  15  15 

11:05        Music    15        15  20  20 

11:05         Physiology 15 

11:20        Reading    40  ..  35  40 

11:20        Drawing    40         ..  35 


10  SUGGESTIVE  PROGRAMME 


II-III  GRADE—  DIVISIONS 
A.  M. 

Time 

Recitations                  Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

10 

10 

10 

10 

10 

8:40 

Arithmetic    

44 

44 

44 

44 

44 

9:24 

Physical  Exercises    .... 

12 

12 

12 

12 

12 

9:36 

Spelling    

15 

15 

15 

15 

15 

9:51 

Phonics    

5 

5 

5 

5 

5 

9:56 

Reading    

19 

19 

19 

19 

19 

Recess 

10:30 

Reading    

35 

35 

20 

10 

10 

History    

20 

Geography    

25 

Physiology    

15 

.  . 

11:05 

Drawing    

25 

25 

25 

25 

25 

P.  M. 

1:00 

Language    

28 

28 

28 

28 

28 

1:28 

Music    

17 

17 

17 

17 

17 

1:45 

Spelling    

7 

7 

7 

7 

7 

1:52 

Writing   

20 

20 

20 

20 

20 

2:12 

Reading    

48 

48 

48 

48 

48 

III  GRADE—  DIVISIONS 

A.  M. 

Time 

Recitations                  Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

10 

10 

10 

10 

10 

8:40 

Phonics    

10 

10 

10 

10 

10 

8:50 

Reading    

25 

25 

25 

25 

25 

9:15 

Physical   Training    

12 

12 

12 

12 

12 

9:27 

Language    

28 

28 

28 

28 

13 

9:40 

Physiology    

15 

9:55 

Writing    

20 

20 

20 

20 

20 

Recess 

10:30 

Arithmetic    

45 

45 

45 

45 

45 

11:15 

Spelling    

15 

15 

15 

15 

15 

P.  M. 

1:00 

History  and  Geography. 

15 

15 

15 

15 

15 

1:15 

Spelling    

10 

10 

10 

10 

10 

1:25 

Reading    

26 

26 

26 

26 

26 

1:51 

Music    

17 

17 

17 

17 

17 

2:08 

Reading    

27 

27 

27 

27 

27 

2:35 

Drawing    

25 

.25 

25 

25 

25 

SUGGESTIVE  PROGRAMME  11 

III  AND  IV  GRADE-DIVISIONS—GERMAN 

A.  M. 

Time                 Recitations                  Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises    ....       5  5  5  5  5 

8:35        Arithmetic    45  45  45  45  45 

9:20        Physical   Exercises    ....     12  12  12  12  12 

9:32        Reading    26  26  26  26  26 

9:58        Music    17  17  17  17  17 

Recess 

10:30        Language 26  26  26  26  26 

10:56        Spelling    14  14  14  14  14 

11:12        Writing    20  20  20  20  20 

P.  M. 

1:00        Geography    25  25  45  45  20 

1:30         History    .20  20  

Reading    . .  . .  . .  20 

Physiology   . .  . .  .  .  15 

1 :45        Write  Spelling  10  10  10  10 

1:55        Drawing    25  25  25  25  25 

2:20        German  (IV)    40  40  40  40  40 

Reading  (III)   25  25  25  25  25 

Language  (III)    15  15  15  15  15 


IV  GRADE-DIVISIONS—ENGLISH 

A.  M. 

Time                Recitations                 Mon.  Tues.  Wed.  Thurs.  Fri. 

8 :30        Opening  Exercises    ....       5  5          5  5  5 

8:35        Arithmetic    48  48        48  48  48 

9:23        Physical  Exercises  12  12         12  12  12 

9:35        Spelling    20  20        20  20  20 

9:55        Writing    20  20        20  20  20 

Recess 

10:30        Reading    24  24        24  24  24 

10:54        Language    36  36        36  36  21 

11:15         Physiology 15 

P.  M. 

1:00        Geography  and  History.     40  40        40  40  40 

1:40        Music    17  17        17  17  17 

1:57        Reading   38  38        33  38  38 

2:35        Drawing    ' 25  25        25  25  25 


12  SUGGESTIVE  PROGRAMME 


IV  AND  V  GRADE-DIVISIONS—ENGLISH 

A.  M. 

Time 

Recitations                  Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises    .... 

5 

5 

5 

5 

5 

8:35 

Arithmetic   

48 

48 

48 

48 

48 

9:23 

Physical  Exercises    .... 

12 

12 

12 

12 

12 

9:35 

Music    

16 

16 

16 

16 

16 

9:41 

Reading    

24 

24 

24 

24 

24 

Recess 

10:30 

Language    

20 

20 

20 

40 

.  . 

10:50 

Drawing    

40 

40 

10:50 

History    

40 

11:10 

Physiology    

20 

10:30 

Manual  Training  

60 

P.  M. 

1:00 

Geography    

36 

36 

36 

36 

36 

1:36 

Language    

16 

16 

16 

16 

16 

1:52 

Spelling    

16 

16 

16 

16 

16 

2:08 

Writing    

19 

19 

19 

19 

19 

2:27 

Reading    

33 

33 

33 

33 

33 

IV  GRADE-DIVISIONS—GERMAN 

A.  M. 

Time 

Recitations                  Mon. 

Tues. 

Wed. 

Thurs. 

Fri. 

8:30 

Opening  Exercises   

5 

5 

5 

5 

5 

8:35 

Arithmetic   

48 

48 

48 

48 

48 

9:23 

Physical   Exercises    .... 

12 

12 

12 

12 

12 

9:35 

Spelling    

20 

20 

20 

20 

20 

9:55 

Writing    

20 

20 

20 

20 

20 

Recess 

10:30 

Reading    

32 

32 

32 

32 

32 

11:02 

Language    

28 

28 

28 

28 

13 

11:15 

Music    

10 

Physiology   

15 

P.  M. 

1:00 

Geography  and  History. 

40 

40 

40 

40 

40 

1:40 

German    

40 

40 

40 

40 

40 

Reading    

25 

25 

25 

25 

25 

Language  Eng.  (IV)  .  .  . 

15 

15 

15 

15 

15 

2:20 

Drawing  

25 

25 

25 

25 

25 

2:45 

Music    , 

15 

15 

15 

15 

15 

SUGGESTIVE  PROGRAMME  13 

IV-V  GRADE-DIVISIONS—GERMAN 

A.  M. 
Time  Recitations  Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises  5          5          5  5          5 

8:35        Arithmetic   45        45        45  45        45 

9:20        Physical   Exercises    ....     12         12         12  12         12 

9:32        Spelling 18         18         18  18         18 

9:50        Language   25        25        25  25        25 

Recess 

10:30        Manual  Training ..          ..  ..         60 

10:30        Reading    40        40        40  40 

11:10        Music    20        20        20  20 

11:10        History 20 

P.  M. 

1:00        Geography 45        45        45  45 

1 :00         Composition    . .          .  .  . .         40 

1 :45        Drawing    35         . .         35 

1:45        Writing    35         ..  35        25 

2:05         Physiology 15 

2:20        German  (V)   40        40        40  40        40 

Reading  (IV)  25        25        25  25        25 

Language    15         15         15  15         15 


V  GRADE-DIVISIONS—ENGLISH 

A.  M. 

Time                Recitations                 Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises  5  5  5  5  5 

8:35        Arithmetic  45  45  45  45  45 

9:20        Physical  Exercises  12  12  12  12  12 

9:32        Writing  18  18  18  18  18 

9:50        Language    25  25  25  25  25 

Recess 

10:30        Reading 30  20  15  15 

10:45        Drawing 45  45 

10 :50        History 40  

11:00        Physiology    30  

10:30        Manual  Training ..  ..  ..  60 

P.  M. 

1:00        Geography    40  40  40  40  40 

1:40        Language    13  13  13  13  13 

1:53        Spelling  16  16  16  16  16 

2:09        Reading    35  35  35  35  35 

2:44        Music                                    16  16  16  16  16 


SUGGESTIVE  PROGRAMME 


V  GRADE-DIVISIONS—GERMAN 

A.  M. 
Time  Recitations  Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30         Opening  Exercises  5  5  5  5  5 

8 :35         Arithmetic  45         45         45         45         45 

9:20         Physical  Exercises  12         12         12         12         12 

9:32        Spelling  16        16        16        16        16 

9:48        Reading 27        27        27        27        27 

Recess 

10:30         Manual  Training 60 

10:30         Drawing    45         ..         45 

11:15        Music  15        20        15        30 

11:00         Physiology 30 

11:00        Reading 40         

P.  M. 

1 :00        Geography 40        40        40        40        40 

1:40        Writing  18        18        18        18        18 

1:58        Language  22        22        22        22        22 

2:20         German    40        40        40        40        40 

Reading 40         ..         40 

Composition    40         . .'        40 

History 40 


V  AND  VI  GRADE-DIVISIONS—ENGLISH 
Time  Recitations  Mon.  Tues.  Wed.  Thurs.  Fri. 

8:30        Opening  Exercises  5          5          5          5          5 

8:35        Arithmetic  47        47        47        47        47 

9:22         Physical  Exercises 12         12         12         12         12 

9:34        Spelling  15         15         15         15         15 

9:49        Reading 26        26        26        26        26 

Recess 

10:30        Language    15         ..         15        25 

10:30         Physiology    30         

10:34        Drawing 45         ..         45 

11:00         History 30         ..         30 

10:30        Manual  Training 60 

P.  M. 

1:00         Geography 40        40         40        40        40 

1:40        Music    16        16        16        16        16 

1 :56        Composition    27        27        27        27 

Language 27 

2:23        Reading 21        21        21         21        21 

2:44        Writing 16        16        16        16        16 


SUGGESTIVE  PROGRAM  M  i: 


15 


Time 

8:30 
8:35 
8:35 

9:15 
9:27 

10:30 
10:45 
11:00 
10:30 

1:00 
1:40 
2:00 
2:20 
2:20 

V  AND  VI  GRADE-DIVI 
A.  M. 
Recitations                  M 
Opening  Kxercises  

SI01 

:on.  ' 

5 
40 

^JS—  GERM4 

Pues.  Wed.  ' 

5          5 
40        40 

,N 

Fhurs. 

5 
40 

Fri. 

5 
40 

German  (VI)   

English  (V)   . 

Reading    

40 

40 

40 

40 

40 
12 
48 

60 
40 

40 
10 

Composition    

History    

Physical   Exercises    .... 
Arithmetic   

12 
48 

15 
15 
30 

12 
48 

15 
15 
30 

12 
48 

10 
20 
30 

12 
48 

30 
30 

Recess 

Lancruae'e  . 

Music    

Drawing    

Manual  Training   

P.  M. 

Geoeraohv 

40 
20 
20 

40 
20 
20 

40 
20 
20 

40 
20 
20 

Spelling    

Writing  

Composition    

Reading    

40 

40 

40 

40 

VI  GRADE-DIVISIONS—GERMAN 


A.  M. 


Recitations 


Mon.  Tues.  Wed.  Thurs.  Fri. 


Time 

8:30        Opening  Exercises  5  5  5          5          5 

8:35         German   40  40  40        40        40 

Reading 40 

Language,  English  Class     . .  40  40 

History 40        40 

9:15         Physical  Exercises    11  11  11         11         11 

9:26        Arithmetic    49  49  49        49        49 

Recess 

10:30        Composition 40 

10:30        Drawing    45  ..  45 

10:30         Physiology '       30 

11:15         Music    15  20  15        30 

10:30        Manual  Training ..  ..         ..         60 

P.  M. 

1:00        Geography    40  40  40        40        40 

1:40        Language    15  15  15         15         15 

1:55        Spelling    15  15  15         15         15 

2:10         Writing    15  15  15         15         15 

2 :25        Reading   35  35  35        35        35 


16 


SUGGESTIVE  PROGRAMME 


VI  AND  VII  GRADE-DIVISIONS—GERMAN 
A.  M. 

Time 

Recitations                  Mon.  Tues.  Wed.  Thurs. 

Fri. 

8:30 

Opening  Exercises  

5 

5 

5 

5 

5 

8:35 

Arithmetic    

46 

46 

46 

46 

46 

9:21 

Physical  Exercises    .... 

12 

12 

12 

12 

12 

9:33 

Grammar  and  Language 

27 

27 

27 

27 

27 

10:00 

Spelling"    . 

IS 

15 

15 

15 

15 

Recess 

10:30 

Geography    

30 

30 

30 

45 

45 

11:00 

Drawing    

30 

30 

30 

11:15 

Physiolosrv  . 

15 

1S 

P.  M. 

1:00 

Manual  Training   (VII) 

.  . 

.  . 

.  . 

.  . 

100 

Manual  Training   (VI)  . 

.  . 

.  . 

.  . 

60 

German    

40 

40 

40 

40 

Reading    

40 

20 

20 

Language 

40 

History    

20 

20 

1:40 

History    

30 

30 

30 

30 

2:10 

Music    

is 

15 

15 

15 

is 

2:25 

Reading    

?0 

20 

20 

20 

20 

2:45 

\Vriting    

15 

15 

15 

15 

15 

Time 


8:30 
8:35 
9:20 
9:38 
9:50 


VII  GRADE-DIVISIONS—GERMAN 


A.  M. 


Recitations 


Mon.  Tues.  Wed.  Thurs.  Fri. 


5 

45 
18 
12 

25 


5 

45 
18 
12 


5 

45 
18 
12 


30 
30 


30 
30 


30 
30 


Opening  Exercises  5 

Arithmetic    45 

Geography    18 

Physical  Exercises 12 

Drawing    25 

Writing 25        25 

Recess 

10 :30         Grammar    30 

11:00         Reading    30 

11:10         Music    

P.  M. 

1:00        History    35 

1 :35        Spelling    5 

1:40         German    40 

English    

2:20        Spelling    10 

2 :30        Music    30 

2:30        Drawing    

2 :30         Physiology    

Manual  Training . .       120 

Note — The  twenty  minutes  lost  for  Manual  Training  are  taken, 
five  from  spelling,  five  from  music  and  ten  from  drawing. 


35 

5 

40 

15 

25 


35 

5 

40 

10 
30 


5 

45 
18 
12 

25 
40 
20 

30 
10 
40 

10 
30 


SUGGESTIVE  PROGRAM  MK 


17 


Time 

8:30 
8:35 
9:15 
9:20 
9:35 
8:30 

10:30 
10:40 

1:00 
1:00 
1:45 
2:05 

2:30 

VIII  AND  VII  GR/ 

Recitations 

Opening  Exercise: 
Grammar    

LDE-DIVISIO: 

A.  M. 
Mon.  Ti 

5    5 

NTS—  GERM, 

ics.  Wed.  T 

5          5 
40        40 
5          5 
15        15 
40        40 

&N 

hurs. 

5 
40 
5 
15 
40 

Fri. 

120 

10 
50 

45 
20 

30 
25 

are 

40 

Spelling    

5 

Physical  Exercises  15 
German    40 

Manual  Training 
Spelling    

Recess 
10 

10 
50 

45 
20 

25 

10 
50 

45 

30 
45 

Inesday 

10 
50 

45 
20 

30 

25 

A.M. 

Arithmetic    

50 

History    

P.  M. 
45 

Geography  . 

Music    

20 

Writing    

25 

Drawing   

Reading    

30 

Wee 
M. 

Phvsiolop'v    . 

30 

Note  —  Five  minutes  lost  from  the  spelling 
added  to  the  reading  Wednesday  P. 

VIII  GRADE-DIVISIONS—GERMAN 
A.  M. 


Time 

Recitations 

Mon.  Tues. 

Wed.  Thurs. 

Fri. 

8:30 

Opening  Exercises 

5 

5 

5 

5 

8:35 

Grammar    

40 

40 

^   ^ 

40 

40 

9:15 

Spelling    

5 

5 

,   . 

5 

5 

9:20 

Physical   Exercises 

....     15 

15 

.  . 

15 

15 

9:35 

German    , 

40 

40 

B  , 

40 

40 

English    

Manual  Training  . 



120 

Recess 

10:30 

Spelling    

10 

10 

10 

10 

10 

10:40 

Arithmetic   

50 

50 

50 

50 

50 

P.  M. 

1:00 

History    

27 

27 

27 

27 

27 

1:27 

Geography    

18 

18 

18 

18 

18 

1:45 

Music    

20 

20 

20 

20 

2:05 

Writing    

25 

25 

.  . 

.  . 

.  . 

Drawing    

30 

30 

30 

2:30 

Reading    

30 

45 

25 

25 

Physiology    

30 

Note  —  Five  minutes  lost  from  the  spelling 

Wednesday 

A.  M. 

are 

added  to  the  reading  Wednesday  P 

.  M. 

ASSIGNMENT  OF  WORK 

FOR 

1911-12 


The  following  is  an  assignment  of  work  and  not  a  course  of 
study  in  the  accepted  sense  of  that  term.  The  aim  is  to  make 
definite  the  work  of  each  subject  in  each  grade.  This  outline,  it 
will  be  observed,  is  flexible,  making  possible  the  adaptation  of 
instruction  to  the  varying  needs  of  children.  The  assignment 
will,  it  is  believed,  make  clear  to  teachers  the  field  to  be  covered 
and  relieve  them  of  uncertainty  with  regard  to  what  is  to  be  at- 
tempted. Very  truly  yours, 

William  H.  Elson, 
Superintendent  of  Schools. 


KINDERGARTEN 


LANGUAGE  TRAINING. 

The  Kindergarten  Program  includes  the  whole  round  of  child 
life  experiences  both  material  and  spiritual  and  as  the  chief  me- 
dium of  expression  of  this  all-sided  experience  is  Language,  we 
assemble  under  this  title  these  various  types  of  experience  and 
show  forth  their  interaction  in  the  process  of  development  of  the 
child  as  follows : 

I     Subject  Matter 

(a)  As  experienced  in  the  actual  life  of  the  children 

(b)  As  reflected  in  stories  of  child  life  in  History  and  Liter- 

ature 

(c)  As  portrayed  ideally  by   the   Mother   Play   and  other 

stories  and  poems  adapted  to  this  purpose 

(d)  As  expressed  in  the  Games  and  Plays 

(e)  As  illustrated  and  expanded  by  the  Gifts  and  Occupa- 

tions 


KINDERGARTEN  19 


(a)  Objectively,  by  means   of  seeds,   plants,    flowers,    ani- 

mals, birds  and  insects 

(b)  Concretely,  through  pictures,  stories,  poems,  songs  and 

games 

(c)  Manually,  by  means  of  Sand  Table  exercises  and  other 

material  representations 

II     Modes  of  Presentation 

1  THE   CIRCLE  WORK 

(a)  The  Morning  Talk  should  be  so  organized  as  to  accom- 
plish a  progressive  development  of  the  child's  con- 
sciousness of  the  meaning  and  purpose  of  his  daily 
experience  and  a  gradual  enlargement  of  his  store  of 
ideas  and^fcwidening  of  his  horizon. 

These  conversations  are  to  be  based  upon : 

(1)  The  family  and  home  activities;  pets  and  domestic  ani- 

mals, etc.,  and  upon  incidents  in  the  community  life 
of  the  neighborhood  and  school. 

(2)  Such  stories  of  other  children  in  history  and  fiction  as 

will  serve  to  reflect  and  interpret  the  child's  own  life. 

(3)  The  Mother  Play  Stories  designed  to  present  the  world- 

view  to  the  child,  portraying  life  in  idealized  form; 
and  to  implant  ideals  of  conduct  and  set  standards  of 
motive  and  action  from  both  the  individual  and  social 
point  of  view. 

(4)  Such  of  the  topics  in  the  Nature   Study   as  touch   the 

child's   daily  life   and   give   opportunity   for  observa- 
tional and  conversational  work, 
(b)     The  songs  and  games 

(1)  Representative  or  symbolic  songs  and  games:    These 

should  be  organized  along  the  same  lines  and  corre- 
lated with  the  subjects  presented  in  the  Morning  Talks 
to  illustrate  them  in  more  concrete  experiences  and 
thus  make  them  more  clear  and  definite  and  deepen 
the  impression. 

(2)  The  physical  activity  and  rhythmic  games  are  designed 

to  accomplish  the  training  of  the  body  and  also  to  con- 
tribute to  social  development,  and  therefore  should 
enter  into  the  organization  of  the  program  with  this 
double  purpose  in  view. 

2  TABLE  WORK 

(a)  The  Gifts  may  serve  the  double  purpose,  first  of  intro- 
ducing and  developing  facts  and  laws  of  material  life 
while  symbolizing  spiritual  laws ;  and  second,  of  giv- 


20  KINDERGARTEN 


ing  expression,  by  means  of  "prescriptive,  following 
and  creative"  exercises,  to  the  ideas  presented  in  the 
Circle  Work. 

This  phase  of  the  work  must  be  carefully  thought  out 
and  planned  by  the  Kindergartner ;  no  prescribed  out- 
line can  be  given,  as  the  schools  have  differing  condi- 
tions which  call  for  varying  applications, 
(b)  The  Occupation  Work  should  serve  to  illustrate  topics 
selected 'from  the  whole  range  of  activities.  It  af- 
fords the  child  his  best  opportunity  for  self-expression. 

Ill     Special  Training  Exercises 

Definite  progressive  training  in   Language  to  be  given  by 

means  of  special  exercises  as  well  as  in  the  daily  expression  of  the 

developing  ideas  of  life  and  the  ideals  of  conduct.    These  should 

be  given  in  both  Circle  and  Table  Work. 

1  TRAINING  IN  CORRECT  HABITS  OF  SPEECH 

(a)  Train  for  power  to  articulate — to  use  the  tongue,  lips, 

palate,  throat  and  to  breathe  correctly;  wrong  prac- 
tice noted  and  corrected. 

(b)  Training  given  daily  in  distinct  enunciation  and  correct 

pronunciation. 

(1)  By  means  of  conscious    imitation    of  the    teacher    as 
model. 

(2)  By  definite  pronunciation  and  phonic  exercises  in  form 
of  games. 

2  BUILDING  A  VOCABULARY 

This  should  begin  in  the  earliest  days  in  school,  especially 
during  the  Gift  and  Occupation  work.  Beginning  with  giving 
the  children  words  for  form,  color,  shape,  size,  motion,  position, 
direction,  etc.,  and  with  a  distinct  purpose  of  building  a  vocabu- 
lary, the  teacher  should  teach  the  new  words  for  the  new  ideas 
presented  each  day. 

3  NUMBER  SENSE  TRAINING 

By  repeated  experiences  with  number  as  an  attribute  of  ma- 
terial things  the  children  become  awakened  to  the  consciousness 
of  the  number  element.  This  forms  the  beginning  of  the  devel- 
opment and  training  of  the  number  sense,  which  is  incident  to 
those  exercises  where  number  is  a  noticeable  feature,  as  in  Gift 
and  Occupation  work,  or  where  it  naturally  enters  into  consider- 
ation, as  in  the  Games  and  Plays. 

No  formal  training  in  number  processes  is  to  be  given;  nor 
in  counting.  But  in  the  course  of  the  year  the  children  will  come 
to  recognize,  through  these  many  repeated  occasions  for  use  of 
this  "experience-knowledge"  such  number  facts  as  the  grouping 


KINDERGARTEN  21 


of  2's,  4's,  3's,  and  5's.  They  will  begin  to  discern  relative  values 
of  groups.  They  will  begin  to  find  smaller  groups  in  the  larger 
group,  and  vice  versa,  and  even  and  uneven  groups.  They  will, 
through  need  for  using  them  in  their  hand  work,  learn  the  half 
and  perhaps  the  fourth  of  the  unit. 

This  entire  work  is  for  the  definite  purpose  of  the  develop- 
ment of  the  number  sense  and  no  exact  formulations  nor  any 
arithmetical  processes  are  to  be  attempted. 

4     TRAINING  IN  HARD  WORK 

See  Drawing. 

6     TRAINING  IN   MUSIC 

The  aim  of  the  music  work  in  this  grade,  is  to  cultivate  the 
self-control  of  the  child  and  to  give  him  power  to  express  himself 
through  rhythm  and  melody. 

Rhythm — This  should  be  individual  at  first,  followed  by  con- 
certed work.     Kindergarten  procedure,  which  includes  such  ex- 
ercises as  the  following,  may  be  used  for  this  work: 
Marching  regularly  to  music 

Clapping,  running,  skipping  on  toes,  and  bending  regu- 
larly to  music 

Make  rhythmic  movements  with  arms,  head  or  feet  in 
time  to  music 
Use  rhythmic  games 

Teacher  tap,  then  children  describe  taps  by  saying,  and 
then  singing,  loud,  soft;  or  loud,  soft,  soft  and  develop 
grouping. 

Pitch — Children  should  learn  to  sing  simple  songs  by  imita- 
tion. The  teacher  should  use  her  pitch-pipe  in  teaching  these 
songs  in  the  circle.  If  the  piano  is  used,  to  assist  in  the  work, 
teach  the  songs  in  such  a  way,  that  when  learned  the  children 
may  sing  them  independent  of  the  piano. 

Choose  short  songs.  Teach  the  following  by  means  of 
games :  The  octave  tones ;  the  do  chord,  descending  scale  songs, 
such  as 

8765         4        32        1 
I  hear  the  rain  drops  patter  down. 

Give  music  games  for  training  to  distinguish  between  loud 
and  soft,  high  and  low. 

Pay  particular  attention  to  tone  quality. 

Monotones — The  so-called  monotone  and  children  who  have 
not  found  their  pitch  are  helped  most,  by  individual  work.  Work- 
ing with  these  children  is  one  of  the  problems  of  the  kindergar- 
ten. A  convenient  way  to  organize  for  this  is  to  divide  the  class 


22  KINDERGARTEN 


into  three  divisions : — normal,  those  in  the  transition  stage,  and 
those  which,  for  convenience,  we  call  monotones;  then  work 
high  and  low  do,  whistle  and  imitate  birds,  etc.,  then  advance 
the  children  from  class  to  class  as  they  improve.  All  this  work 
may  be  done  in  the  form  of  games. 

CONDUCT  AND  MORALS 
First  Grade  and  Kindergarten 

Truthfulness  in  both  word  and  deed — (Leading  to  sincerity 
and  honesty) 

Loving-kindness  to  all  Living  Creatures — Kindness  to  one 
another,  care  and  protection  of  dumb  animals:  (Leading  to  sym- 
pathy, and  through  the  sympathies  to  the  exercises  of  unselfish- 
ness, up  to  self-denial  and  on  to  the  heights  of  self-sacrifice). 

Regard  for  the  Property  of  Others — (Leading  to  conscious 
and  self-determined  honesty.) 

Regards  for  the  Rights  of  Others — This  is  one  of  the  first 
things  that  need  to  be  impressed  on  the  child  when  he  enters  the 
social  group  of  the  school. — (This  leads  ultimately  to  a  sense  of 
justice.) 

Obedience  to  Parents  and  Teachers — (Looking  towards  re- 
spect for  authority  and  abiding  by  law.) 

Conformity  to  School  Regulations — The  interests  of  the 
school  as  a  community  are  involved  and  exemplified  in  the  daily 
operation  of  the  school ;  these  interests  should  be  emphasized  by 
conversations  on  the  necessity  for  such  general  regulations  as 
come  within  the  actual  experience  of  the  children ;  such  as,  tardy 
bells,  recess  bells,  fire  drill,  marching  out  in  lines,  etc. 

Since  the  chief  business  of  the  school  is  character  building 
these  following  fundamental  ideals  of  the  conduct  of  life  should 
be  early  implanted;  they  should  be  the  working  basis  of  the  life 
of  the  school  and  the  home,  reaching  out  into  the  social  life  of 
the  community  in  so  far  as  the  child  experiences  it. 

This  development  and  training  is  sought  to  be  accomplished 
by  means  of  the  many  concrete  examples  occurring  in  the  daily 
life  of  the  children  at  school,  at  play  and  in  the  home ;  by  song 
and  games  of  ethical  purpose  and  by  incidents  found  in  biog- 
raphy, history  and  fiction.  In  addition  to  these  sources  of  exem- 
plification, stories  and  poems  must  be  given  which  embody,  in 
more  or  less  concrete  form,  spiritual  and  ethical  ideas  that  thrill 
these  young  hearts  and  stir  the  emotions. 

These  are  supplied  for  both  the  Kindergarten  and  the  First 
Grades  by. the  Mother  Play  and  by  the  stones  and  poems  in  the 
lists  compiled  by  the  Primary  Teachers. 


FIRST  GRADE  DIVISIONS 


READING 
C  Assignment 

Blackboard  reading  lessons  based  on  C  Language  lessons. 

Appletons'  Reading  Charts  to  Chart  25. 

Appletons'  First  Reader;  ability  to  read  to  page  18. 

Selections  from  Supplementary  Readers  to  correlate  with  the 
Language  Work. 

Rhymes  and  Jingles  which  have  been  memorized  used  to 
aid  in  the  sight  reading. 

Phonics — First  half  term :  Oral  only ;  sounding  games. 
Children  to  be  able  to  distinguish  a  word  when  sounded,  also  to 
sound  words  for  others  to  distinguish.  Second  half  term :  Chil- 
dren to  be  taught  to  "sound  out"  written  or  printed  words  in  the 
short  sounds  of  a,  e  and  i ;  the  use  of  phonograms  and  blends  to 
begin  at  once  and  be  carried  on  throughout;  phonics  applied  to 
the  study  of  the  reading  lesson. 

B     Assignment 

Blackboard  lesson  to  follow  the  B  Language  work. 

Appletons'  Chart  finished. 

Appletons'  Reader ;  ability  to  read  to  Part  Second. 

Sprague's  Reader ;  ability  to  read  within  first  50  pages. 

Selections  from  Supplementary  Readers;  to  correlate  with 
the  blackboard  lessons. 

Rhymes  and  Jingles,  Poems,  etc.,  used  as  in  First  Term. 

Phonics — The  long  sounds  of  vowels  used  in  phonograms; 
blends;  exercises  in  word  building;  alphabet  learned  by  rote; 
continued  application  of  phonics  to  the  study  of  the  reading  les- 
son. 

A     Assignment 

Blackboard  lessons  to  follow  the  A  Language  Work. 

Appletons'  and  Sprague's  Readers  completed ;  ability  to  read 
with  ease  and  fluency. 

Selections  from  Supplementary  Readers  as  before. 

Rhymes,  poems,  etc.,  as  in  previous  terms. 

Phonics  continued  and  progressive  word  building  exercises; 
ability  to  readily  sound  out  words  within  the  range  of  phono- 
grams and  blends  taught. 

WORD  STUDY 

Word  Study  exercises  to  be  given  throughout  the  year  with 
the  combined  purposes  of  (1)  building  up  a  vocabulary  for  the 
reading,  (2)  building  up  a  vocabulary  demanded  by  the  rapidly 


24  FIRST  GRADE  DIVISIONS 

acquired  power  of  written  expression,  (3)  developing  the  child's 
power  to  acquire  for  himself  new  words,  (4)  memorizing  written 
word-forms  (spelling)  as  follows : 

Imaging  Name  Words — Objects  and  outline  pictures  used 
to  teach  all  name  words ;  action  plays  with  some  of  the  verbs ; 
colors  with  names  of  colors,  etc. 

Visualizing  Exercises — The  quick  recognition  and  reproduc- 
tion in  writing  of  words,  phrases,  and  short  sentences  for  train- 
ing the  eye-memory. 

Building  Words — From  phonic  elements  and  syllables,  oral 
and  written,  to  increase  the  vocabulary  for  both  reading  and 
written  work  (spelling). 

(Classes  of  words  which  have  many  variations,  as  words  in 
ei,  ie,  and  ea,  should  not  be  used  in  these  exercises.) 

Vocal  Drill — Exercises  in  correct  pronunciation,  clear  enun- 
ciation and  proper  use  and  exercise  of  the  vocal  organs  given 
daily. 

Oral  Spelling — Incidental  only  in  the  first  term.  After  the 
children  have  become  well  established  in  sounding,  the  teacher 
begins  incidentally  to  spell  orally  words  as  she  writes  them  upon 
the  board.  The  children  soon  begin  to  spell  the  words  they 
wish  to  ask  help  upon. 

In  the  second  and  third  terms  the  words  which  are  to  be 
memorized  (learned  to  spell)  are  to  be  given  in  a  combination  of 
visualizing  and  oral  spelling  exercises  (but  not  with  phonics), 
supplementary  to  their  presentation  and  use  in  Language  and 
Reading. 

Writing  Dictated  Sentences — The  written  practice  and  tests 
should  not  at  any  time  in  the  First  Grade  be  given  as  tests  of 
separate  and  unrelated  words,  but  should  be  given  always  in 
sentences  which  are  a  part  of  the  day's  thought. 

C     Assignment 

The  following  15  words  are  to  be  used  in  sentences  for  dic- 
tation only  after  they  have  become  familiar  by  use  in  the  read- 
ing lessons.  Use  very  simple  sentences  for  dictation  taken  from 
the  Language-Reading  lessons  and  given  as  copy  work  before 
being  dictated. 

Am,  my,  he,  she,  have,  has,  boy,  this,  saw,  him,  his,  her, 
pretty,  like,  our. 

B     Assignment 

Sentences  incorporating  these  28  words  given  in  dictation 
exercises  as  outlined  in  the  A  Assignment. 


FIRST  GRADE  DIVISIONS  25 

Oral  Spelling:  given  only  in  connection  with  the  visualiz- 
ing exercises  to  aid  in  the  fixing  of  the  picture  memory. 

Made,  name,  good,  kind,  of,  very,  was,  one,  two,  house,  you, 
girl,  first,  bird,  does,  they,  them,  some,  come,  love,  little,  from, 
ears,  hear,  with,  went,  are,  their. 

A     Assignment 

Sentences  founded  on  the  Language  work  incorporating 
these  45  words  given  as  dictation  exercises. 

Visualizing  and  Oral  Spelling  exercises  used  as  in  the  pre- 
vious assignments. 

Test  upon  and  repeat  difficult  words  in  the  A  and  B  Assign- 
ments. These  words  should  be  mastered  by  the  end  of  the  year. 

The  final  and  practical  test  will  be  the  child's  ability  to  write 
the  words  correctly  in  expressing  his  thought  in  original  sen- 
tences. 

All,  give,  lives,  what,  white,  which,  when,  then,  here,  there, 
where,  been,  were,  every,  eight,  sure,  your,  says,  said,  know, 
grows,  sure,  school,  warm,  nice,  walk,  eyes,  flower,  leaves,  for, 
new,  write,  book,  blue,  read,  four,  put,  off,  could,  would,  should, 
stem,  any,  many. 

LANGUAGE  WORK  AND  COMPOSITION 
I     Subject  Matter 

The  child's  thinking  is  mainly  concerned  with  the  experi- 
ences of  his  daily  life,  the  mental  and  the  spiritual,  as  well  as  the 
material  aspects  of  it,  and  in  order  to  co-ordinate  the  develop- 
ment of  ideas  of  life  and  ideals  of  conduct,  with  the  power  of  ex- 
pression, we  organize  these  various  phases  of  activities  and  en- 
vironment as  the  subject-matter  for  language  training  under  the 
topics :  the  Social  World,  The  Nature  World  and  Literature. 

C     Assignment 

1      THE  SOCIAL  WORLD— CHILD    LIFE 

(a)  Real  life  conditions  and  experiences  of  the  class;  the 

home ;  the  family ;  the  house  ;  furnishings  of  the  house ; 
the  school ;  the  school  room ;  furnishings.     The  eth- 
ical view  point  as  well  as  the  material  side,  presented 
and  emphasized. 
See  also  Conduct  and  Morals  page  . .. 

(b)  Hiawatha's  childhood;  the  above  conditions  and  ex- 

periences of  real  life  to  be  presented  in  contrast  with 
Hiawatha's  that  they  may  be  illuminated  and  re- 
flected thereby. 


26  FIRST  GRADE  DIVISIONS 

*(c)  Children  in  history — to  celebrate  the  national  festivals; 
the  Story  of  Columbus ;  of  a  Puritan  child  and  Thanks- 
giving Day;  the  story  of  Tiny  Tim  or  other  Christmas 
story ;  comparisons  of  the  home  of  these  children  with 
our  own. 

z    LITERATURE: 

Nursery  Rhymes  and  Poems,  Myths,  Folklore  or 
other  stories  read  or  told  with  this  three-fold  purpose 
(a)  to  illuminate  ideas  of  life  and  form  the  mind,  (b)  to 
create  ideals  and  touch  the  spirit,  (c)  to  cultivate  a  taste 
for  the  best  in  literature.  Two  short  poems  and  two 
short  quotations  memorized.  See  Primary  Teachers' 
List. 

3     THE  NATURE   WORLD 

Seasonal :     See  Nature  Study. 
B     Assignment 

1     THE  SOCIAL  WORLD— CHILD    LIFE 

(a)  Real  life  conditions  and  experiences ;  clothing  studied 

through  comparisons  with  the  clothing  of  children  in 
other  countries;  by  whom  provided;  where  procured, 
made  by  whom.  The  ethical  view  point  presented  as 
well  as  the  material  side ;  see  also  Conduct  and  Morals 
page  .  . 

(b)  Hiawatha's   childhood :     correlated  with  real   life  ex- 
periences as  in  the  C  Assignment. 

*(c)  Children  in  History:  stories  of  the  childhood  of  Wash- 
ington and  Lincoln  ;  their  clothing  contrasted  with  one 
another's  and  with  our  own. 

Z     LITERATURE 

As  in  C  Assignment. 

3     THE  NATURE  WORLD 

Seasonal :     See  Nature  Study. 
A     Assignment 

1     THE  SOCIAL  WORLD— CHILD    LIFE 

(a)  Real  life    experiences    and    conditions.     Our    food,  by 

whom  provided;  how  and  where  obtained;  market- 
ing :  the  grocery,  bakery  and  meat  market ;  how  chil- 
dren may  help  the  father  and  mother;  see  also  Con- 
duct and  Morals,  p.  — . 

(b)  Hiawatha's  childhood  correlated  with  the  real  life  ex- 

periences as  in  A  and  B  Assignments. 

*(c)  Children  in  history:  the  childhood  of  Gen.  Grant  in  his 
Ohio  home,  given  in  connection  with  the  Memorial 
Day  Celebration. 


FIRST  GRADE  DIVISIONS  27 

2  LITERATURE 

As  in  previous  assignments. 

Two  or  more  poems  and  four  short  quotations  memorized. 

3  THE  NATURE  WORLD 

Seasonal :     See  Nature  Study. 
II     Language  Training 

1  ORAL  WORK 

All  terms.  This  includes  all  the  conversations  and  other 
oral  exercises  based  on  the  subject-matter;  being  a 
training  in  skill  and  not  for  the  attainment  of  knowl- 
edge. All  the  points  noted  below  are  to  be  a  part  of 
the  training  of  each  term. 

(a)  The  child  should  be  trained  in  the  ability  and  habit  of 

giving  free  and  full  expression  to  his  thought. 

(b)  He  should  be  trained  to  use  his  voice  so  that  his  audi- 

ence can  hear  with  ease. 

(c)  He  should  be  trained  to  think  through  his  sentence  be- 

fore giving  it. 

(d)  He  should  be  trained  to  respond  without  embarrass- 

ment when  corrected  in  speech  and  to  repeat  automat- 
ically the  correct  form  given  by  the  teacher;  common 
mistakes  should  be  systematically  corrected. 

(e)  In  Social  World  is  to  be  given  according  to  the  time 

of  year,  i.  e.,  Columbus,  etc.,  in  the  Fall ;  Washington, 
etc.,  in  the  Winter,  and  Grant,  etc.,  in  the  Spring. 

(f)  In  narration  he  should  be  given  training  in  going  from 

point  to  point  in  logical  succession. 

(g)  In  description  he  should  be  given  training  in  "making 

a  picture." 

2  WRITTEN  WORK 

C     Assignment 

First  six  weeks  blackboard  work  only;  second  six  weeks 
blackboard  and  desk  work  with  paper  and  pencil : 

(a)  Writing  phrases  composed  of  one  or  more  words  and 

outline  pictures,  as:  a  (top) ;  a  (chair)  and  a  (table). 

(b)  Writing  sentences  composed   of  phrases   and   outline 

pictures,  as:  This  is  a  (flower). 

(c)  Copying  short  elliptical  sentences  on  a  given  subject; 

and  supplying  pictures  for  the  omitted  word. 

(d)  Learning  through   copying  and   writing  sentences  to 

use  capitals  at  the  beginning  of  sentences,  for  the  pro- 
noun I  and  proper  names,  also  the  period. 


FIRST  GRADE  DIVISIONS 


B     Assignment 
Blackboard  and  desk  work: 

(a)  Copying  elliptical   sentences  on  a  given   subject  and 

(1)  Supplying  words  from  a  given  list  of  words. 

(2)  Adding  one  and  later  two  or  more  original  sen- 

tences. 

(b)  The  class  composition  given  for  training  in  written  ex- 

pression. 

(c)  Capitals  and  punctuation  as  in  the  C  Assignment. 

A     Assignment 
Blackboard  and  desk  work : 

(a)  Copying  of  given  elliptical  sentences  and  adding  two 

or  more  original  sentences. 

(b)  Class  compositions  for  special  training  on   the  form 

side  of  written  expression. 

(c)  Writing  short  simple  narrations  and  descriptions  based 

on  child  life  experiences;  on  stories  from  History  and 
Literature  and  on  Nature  Study. 

(d)     Capitals  and  Punctuation  as  in  previous  assignments ; 
learning  to  use  the  interrogation  point. 

NATURE  STUDY 
I     Types  of  Lesson 

1  GENERAL  OBSERVATION  LESSONS 

(a)  Upon  any  interesting  nature  object  of  sufficient  size 

for  the  class  to  see  and  enjoy,  such  as  flowering  plants 
or  branches  of  trees  and  shrubs. 

(b)  Any  form  of  animal  life  of  such  nature  as  to  afford 

opportunity  for  the  study  of  homes,  habits,  activities, 
as  birds,  colonies  of  ants,  aquarium  life. 

(c)  Lessons  upon  earth,  sky  and  the  weather. 

These  constitute  the  subject-matter  for  directed  observa- 
tions, both  within  and  without  the  school  room.  They  are  also 
the  basis  of  conversational  lessons  and  afford  opportunity  for 
class  exercises  in  narration  of  experience  in  descriptions,  in  rec- 
ords of  observations,  both  written  and  pictured. 

2  INDIVIDUAL  OBSERVATIONS 

Upon  any  nature  objects  available  in  sufficient  number  to 
supply  each  member  of  the  class  or  section  of  the  class. 

For  this  work  it  is  absolutely  necessary  for  each  child  to 
have  the  object  in  his  own  possession — to  handle,  feel,  touch, 
smell,  to  look  at,  examine,  investigate  and  think  about. 


FIRST  GRADE  DIVISIONS  29 

The  Nature  Work  is  to  be  further  developed  by  means  of 
stories,  myths,  poems,  songs  and  games  and  gardening  work; 
illustrated  and  expressed  by  means  of  painting,  drawing,  model- 
ing, cutting  or  tearing.  (See  Drawing  Department  Outline.) 

II     Subject-Matter 

As  the  Nature  Study  must  of  necessity  be  seasonal  the 
subject-matter  is  here  organized  by  seasons — the  instruction,  in 
kind  and  amount  to  be  adapted  to  the  particular  class. 

Fall 

ANIMAL  LIFE 

Birds  and  pets. 

PLANT  LIFE 

Fall  flowers,  leaves,  seeds,  nuts,  etc. 
A  tree,  a  growing  plant. 
The  school  window-garden. 

EARTH  AND   SKY 

Talk   about   the   city   and   country;   sunshine   and   clouds; 
autumn  haze ;  rain  and  storms. 

Winter 

ANIMAL  LIFE 

Aquarium  life;  pets;  sparrows. 

PLANT  LIFE 

Observe  a  tree  in  winter ;  a  growing  plant ;  root  vegetables ; 
fruits. 

EARTH  AND  SKY 

Snow  and  ice;  sunrise  and  sunset. 

Spring 

ANIMAL  LIFE 

Return  of  the  birds ;  awakening  insect  life ;  pets. 

PLANT  LIFE 

Twigs  and  buds;  spring  blossoms;  grass  and  clover;  seeds 
and  seedlings  grown  in  school  window  boxes  and  at  home. 

EARTH  AND   SKY 

The  sod,  the  soil   (in  gardens) ;  parks  or  gulleys ;  March 
winds ;  April  showers ;  the  moon  and  stars. 
The  Baltimore  Nature  Study  Pamphlet  I,  contains  excellent 
and  helpful  suggestions  for  lessons. 


30  FIRST  GRADE  DIVISIONS 

WRITING 

Simple  movement  drills 

Frequent  blackboard  drills 

Letter  forms 

Figures 

Pencil  and  paper 

Spencer's  Practical  Writing  Book  No.  1. 

NUMBER  STUDY 

Observational  study  of  the  number  element  conspicuous  in 
the  various  objects  in  each  day's  activities.  This  includes  Read- 
ing, Language,  Nature  Study,  Handwork  and  games. 

Special  exercises  for  using  and  concreting  through  this  use 
the  number  facts  within  the  child's  grasp  by  means  of  cubes, 
tablets,  sticks  and  other  objects ;  and  pictures  of  these  and  other 
objects ;  paper  folding,  cutting  and  also  construction  work  in  cor- 
relation with  social  life  study. 

This  entire  work  is  for  the  definite  purpose  of  developing 
the  number  sense  and  no  abstract  formulations  of  arithmetical 
processes  are  to  be  attempted. 

C     Assignment 

The  daily  observation  of  number  facts  occurring  in  all  the 
lessons  and  activities  of  the  school. 

Grouping  of  2's  to  10;  of  3's  to  9;  of  4's  to  8  with  cubes, 
tablets,  sticks,  other  objects  and  by  means  of  paper  cutting  and 
folding. 

Exercises  in  comparing  the  following  groups  of  objects  to 
discern  relative  values:  2  and  4;  3  and  6;  4  and  8;  1,3;  1,4;  1,5; 
2,3 ;  2,5 ;  3,5 ;  correlation  with  drawing  and  handwork  by  means 
of  the  folding  sheet. 

B     Assignment 

Daily  observational  study  of  number  facts  occurring  in  all 
the  lessons  and  activities  of  the  school. 

Grouping  of  2's  to  12;  of  3's  to  12;  of  4's  to  12;  by  means  of 
cubes,  tablets,  sticks,  other  objects  and  pictures,  and  paper  fold- 
ing and  cutting  and  construction  work. 

Exercises  in  comparison  with  objects  with  the  following  even 
groups,  finding  the  relative  values:  2,4;  4,8;  3,6;  5,10;  6,12;  also 
the  uneven  groups  2,3;  2,5;  3,5;  3,7;  4,7;  5,7;  5,9;  6,8;  6,9;  6,10; 
7,9;  7,10;  correlate  with  the  handwork  and  drawing. 

Exercises  in  measuring  with  the  foot  rule :  Measuring  books, 
tablets,  etc. ;  school  furniture,  school  windows,  windows,  black- 
board, etc.  Measuring  length  and  width  and  comparing. 


FIRST  GRADE  DIVISIONS  31 

Exercises  with  the  dozen,  the  half  dozen ;  the  nickel  and  the 
dime,  in  the  form  of  games. 

A     Assignment 

Daily  observational  study  of  number  facts  as  in  previous 
assignments. 

Finding  of  2's,  4's,  8's  in  16;  of  3's,  5's  in  15;  by  means  of 
cubes,  tablets,  sticks,  pictures,  paper  folding  and  cutting  and 
ruling  in  correlation  with  drawing  and  construction  work. 

Exercises  in  comparison  of  even  groups  of  objects  as  above, 
finding  the  half  and  fourth ;  also  comparison  of  uneven  groups 
in  numbers  under  16;  correlate  with  handwork  and  drawing. 

Exercises  in  measuring  with  foot  rule  and  yard  stick;  with 
pint  and  quart  measure;  weighing  with  pound  and  half  pound. 
These  exercises  to  be  given  in  the  form  of  games. 

Recognition  of  figures  representing  numbers ;  reading  num- 
bers to  50  applied  to  pages  in  books,  numbers  of  streets,  etc. 

Simple  statements,  expressing  actual  operations  made  with 
objects,  by  means  of  figures  and  words;  as  4  and  4  are  8;  two 
4's  are  8 ;  8  less  4  is  4 ;  in  8  there  are  two  4's. 

MUSIC 

Classes  consisting  of  one  division,  will  take  the  regular 
assignment  for  such  division. 

C  and  B  division  classes  will  take  C  assignment. 

B  and  A       "  "        "       "      B 

A  and  C       "  "        "       "      B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text  book  occurs,  in  which 
case,  take  the  C  assignment  of  the  upper  grade. 

C     Assignment 

Uniting  of  tone. 

Unconscious  rhythm  obtained  through  action  songs. 

Do  chord. 

Besides  the  songs  assigned,  teachers  may  use  any  song  from 
the  books  named  on  page  45  of  Handbook. 

First  grade  teachers  will  please  read  and  use  the  suggestions 
on  pages  4  to  12  inclusive,  also  "The  Modulator,"  pages  14  to 
16  inclusive,  of  the  Handbook. 

B     Assignment 

Sol  chord  added  to  Do  chord — Handbook,  page  21. 

Rhythm — Use  as  much  originality  as  possible.  Handbook, 
page  12. 


32  FIRST  GRADE  DIVISIONS 

Use  songs  from  lists  previously  sent  out;  be  sure  to  pitch 
songs  high  enough. 

A     Assignment 

Fa  chord  added  to  Do  and  Sol  chords — Handbook,  pages  22 
and  23.  Written  work,  pages  40  and  41. 

Rhythm — page  18  (time  names).  Avoid  repetition  in  the 
study  of  intervals  in  modulator  pointing. 

Songs  for  A,  B  and  C  Divisions 

WINTER  SONGS 

Page  10  First  Melodic  Putting  the  World  to  Bed 

SPRING  SONGS 

Page     7  First  Melodic  "In  the  Month  of  May." 

Page    8  "  "  Over  the  AVay 

Page  40  "  "  It  Is  Spring 

Page  21  Gaynor  No.  2  Buttercups 

Page  31  "  "  Water-Lilies 

Page  10  Gaynor  No.  1  The  Bird's  Nest 

Page  82  "  "  Tulips 

Page  79  "  "  Pussy  Willow 

Page  80  "  "  The  Violet 

SONGS  THROUGHOUT  THE  YEAR 

Page  97  Gaynor  No.  1  See  Saw 

Page     6  First  Melodic  Three  Little  Pigs 

Page     7  "           "  Rain  and  Sun 

Page     7  "           "  Dreams 

Page    8  "  The  Dream  Peddler 

Page  12  The  Robin  and  the  Chicken 

Page  14  "  Every  Sunny  Hour 

Page  39  "           "  Busy  Bee 

Page  82  "          "  Indian  Lullaby 

Page  41  "           "  The  Ginger  Cat 

Page  32  "          "  Marching  Songs 

Page  32  Gaynor  No.  1  Marching  Songs 


FIRST  GRADE  DIVISIONS  33 

DRAWING  AND  APPLIED  ART 

Fall 
September  and  October 

Paper-tearing — Trees  of  different  kinds.  Arrange  on  the 
board  to  represent  woods  or  orchard. 

Draw  trees  on  the  blackboard.  Single  trees  and  groups  of 
trees. 

Illustrative  drawing.     Stories  of  Hiawatha,  etc. 

Paper-cutting — Fruit.     Draw  fruit  on  the  board. 

Make  landscapes,  blue  sky  and  green  ground.  Colored 
crayons. 

Make  a  water  wash,  then  a  light  blue  wash  to  represent  sky 
on  a  sunny  day. 

Make  a  green  wash  to  represent  a  field. 

Paint  a  landscape,  blue  sky  and  green  ground. 

Illustrative  drawing  in  language  study. 

November 

Paper-tearing — Leaves 

Make  units  of  design  from  leaves  or  other  simple  forms. 
Suggestions:  Book  4,  pages  89,  90;  Book  1,  page  58.  Save. 

Autumn  landscapes,  sky  and  ground.  Colored  crayons, 
water-colors. 

Illustrative  drawing. 

Winter 
December 
Winter  landscapes. 

Fold  a  calendar-back.  Cut  landscapes  of  previous  lessons 
into  appropriate  sizes  and  shapes  for  the  calendar-back.  Paste, 
studying  carefully  the  placing  of  the  calendar  and  landscape. 
Suggestions:  Book  3,  page  66. 

Make  borders  of  leaves.    Suggestions:    Book  1,  page  58. 

Use  the  borders  for  book-markers.  September  entries  omit 
this. 

January  and  February 

Toys.  Suggestions:  Book  1,  pages  40,  41.  Paper-cutting 
and  tearing,  crayon,  brush. 

Winter  trees.  Winter  landscapes.  Illustrations  of  winter. 
Suggestions:  Book  2,  pages  11,  27;  Book  3,  pages  8,  9.  Crayon 
and  brush. 


34  FIRST  GRADE  DIVISIONS 


Make  a  booklet-cover.  Use  a  winter  landscape  for  decora- 
tion. 

Make  valentines. 
Illustrative  drawing. 

Spring 

March 

Japanese  Lanterns.     Crayon  and  brush. 

Illustrative  drawing. 

Construct  a  simple  object.    Design,  applied  number. 

April  and  May 

Illustrations  of  spring.  Suggestions:  Book  1,  page  33;  Book 
3,  pages  12,  27,  31,  53. 

Twigs  and  flowers.  Paper-cutting,  crayon  and  brush.  Sug- 
gestions: Book  1,  pages  22,  23,  24,  25;  Book  2,  pages  15,  23; 
Book  3,  pages  22,  23,  24. 

Make  a  booklet-cover.  Use  a  border  for  decoration.  Paper- 
cutting.  Plant  forms. 

Trees.    Suggestions:  Book  2,  page  4;  Book  3,  page  3. 

Landscape — Marines.  Suggestions:  Book  1,  pages  2,  5; 
Book  2,  page  9;  Book  3,  page  66. 

Give  illustrative  drawing  in  connection  with  other  studies. 

Illustrative  drawing  is  good  for  occupation  work. 

Encourage  blackboard  drawing. 

PHYSICAL  TRAINING 

Five  minutes  in  the  morning  for  gymnastics  and  five  for 
plays  and  games.  In  the  afternoon  ten  minutes  for  plays  and 
games. 

C  Assignment 
Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B  Assignment 
Lessons  VII  to  XII  inclusive. 

A  Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Plays  and  games  to  be  selected  from  syllabus  of  games. 
NOTE — All   gymnastics   and   games   should   be   conducted 
out  of  doors  whenever  the  weather  permits. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


SECOND  GRADE  DIVISIONS 


READING 
General  Directions 

1  LANGUAGE  READING  LESSONS 

These  blackboard  reading  lessons  are  in  the  nature  of  class 
compositions  and  afford  opportunity  for  training  in  composing 
as  well  as  in  reading  and,  as  in  the  First  Grade,  they  are  based 
upon  the  oral  language  lessons  on  the  world  of  Social  Activities 
and  the  Nature  World. 

2  INTENSIVE  READING 

(a)  Training  in  independent,  self-directed  effort  to  master 

the  thought  of  the  printed  page, — Silent  Reading  and 
"Telling  the  Story." 

(b)  Training  in  studying  out  the  full  meaning  of  the  text, 

— Class  Study,  paragraph  by  paragraph. 

(c)  Training  in  giving  adequate  expression, — Oral  Reading. 

3  SIGHT   READING 

Opportunity  for  the  exercise  of  the  ability  to  read  at  sight 
developed  by  intensive  study,  is  afforded  by  the  supplementary 
readers. 

By  special  selection  of  the  stories  in  the  regular  readers  and 
by  the  use  of  the  supplementary  readers,  a  close  interrelation 
should  be  brought  about  between  the  reading  and  the  several 
phases  of  the  content  of  the  language  work  noted  in  that  course. 

4  WORD   STUDY 

(a)  Word  study  by  means  of  flash  work  and  other  devices 

for  giving  power  to  picture  words  and  even  phrases  on 
the  mental  retina. 

(b)  Phonic  exercises  which  constitute  a  direct  and  an  indi- 

rect preparation  for  the  reading  lessons,  (a)  direct 
preparation  by  studying  words  and  classes  of  words 
found  in  the  reading  lessons ;  and  (b)  indirect  by  gen- 
eral phonic  drill  lessons  which  result  in  power  to 
sound  out  all  difficult  words. 

C  Assignment 

Appletons'  Second  Reader.  Select  forty  lessons  having  in 
mind  gradation  in  difficulty  and  co-ordination  with  language 
work.  Select  easy  supplementary  reading  for  C  instruction 
which  will  not  present  difficulties  demanding  special  preparation. 


36  SECOND  GRADE  DIVISIONS 

B  Assignment 

Select  such  lessons  from  Appleton's  Second  Reader  as  are 
best  adapted  to  the  needs  of  your  class. 

First  60  pages  of  Classics  Old  and  New,  Second  Reader. 
Frequent  use  of  the  supplementary  reading  in  your  building. 

A  Assignment 

Classics  Old  and  New,  Second  Reader,  from  page  60  to  the 
end  of  the  book. 

Appletons'  Second  Reader  completed. 

Review  lessons  which  are  favorite  because  of  dramatic 
action,  vivid  description  and  literary  merit. 

Frequent  use  of  supplementary  reading. 

SPELLING 

One  word  of  the  following  list  is  to  be  made  prominent  in 
each  lesson.  Their  pronunciation,  division  into  syllables,  deriva- 
tion, phonetic  properties,  oral  and  written  spelling  and  meaning, 
are  all  to  be  made  clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
the  antonym;  by  illustration  with  object,  action  or  drawing. 

Each  lesson  should  have  from  five  to  ten  subordinate  words 
taken  from  the  teacher's  list  of  words  commonly  misspelled. 
Systematic  review  each  Monday  should  be  made  of  the  prominent 
words  taught  in  this  and  the  lower  grades.  Frequent  supple- 
mentary dictation,  word-building  and  phonic  exercises  should 
be  given.  Spell  much  orally.  In  oral  spelling  indicate  syllables 
usually  in  one  of  these  ways : 

By  slight  pauses 

By  pronunciation  of  syllables 

By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Always,  again,  animal,  about,  apron,  afraid,  almost,  among, 
against,  been,  bought,  break,  brought,  brother,  busy,  bottom, 
beautiful,  build,  before,  buy,  coming,  color,  cousin,  caught, 
covered,  curved,  children,  country,  clothes,  done,  earth,  easy,  eyes, 
each,  enough,  friend,  flowers,  father,  field,  great. 

B  Assignment 

Goes,  garden,  ground,  grows,  grew,  hear,  here,  horse,  half, 
heavy,  head,  inside,  knew,  knife,  leaves,  light,  large,  learn,  listen, 


SECOND  GRADE  DIVISIONS  37 

lesson,  laugh,  lived,  middle,  much,  minute,  nice,  name,  other, 
often,  open,  own,  over,  ought,  only,  pretty,  piece,  picture,  pencil, 
please,  people. 

A  Assignment 

Petals,  put,  quiet,  quite,  rough,  right,  straight,  sugar,  smooth, 
shoes,  showed,  sometimes,  small,  strange,  sleigh,  side,  thought, 
than,  though,  through,  tried,  teacher,  talk,  these,  take,  until,  used, 
use,  veins,  watch,  whole,  wear,  wrong,  work,  whose,  Wednesday, 
whether,  while,  world,  wrote,  word,  wears,  you,  yellow,  think, 
tired,  those,  touch,  threw. 

LANGUAGE  AND  COMPOSITION 

The  subject-matter  in  the  following  outline  of  the  social 
world  will  extend  throughout  the  year,  furnishing  material  for 
oral  and  written  work. 

The  Social  World — The  study  of  life  activities  in  this  grade 
includes: 

1  REAL  LIFE  EXPERIENCES 

The  Family  and  the  Home:  As  in  the  First  Grade.  This 
serves  as  the  basis  for  the  comparative  study  of  the  homes  and 
lives  of  other  people. 

The  Neighborhood :  As  in  the  First  Grade,  but  developed 
to  include  larger  ideas  of  community  interests  and  to  give  deeper 
significance  to  the  advantages  of  community  life  and  its  relations 
with  industrial  life. 

The  School  and  School  Activities :  Another  phase  of  com- 
munity life  with  its  privileges  and  obligations.  The  first  intima- 
tions of  the  reason  and  necessities  for  government  given  through 
the  discussion  of  the  purposes  of  school  regulations,  as  given  in 
the  First  Grade,  are  to  be  here  reviewed  and  the  study  somewhat 
extended. 

2  OTHER  PEOPLE  AND  THEIR  HOMES 

The  Story  of  Heidi :  In  order  to  enhance  the  value  of  every 
day  life  conditions  and  occurrences  within  the  child's  own  expe- 
rience and  to  lead  him  to  consider  these  thoughtfully  with  inter- 
est, the  story  of  Heidi  is  given  in  close  correlation  with  real  life 
study  as  noted  above. 

Stories  from  the  Seven  Little  Sisters  or  other  available 
stories  which  present  a  simple  picture  of  child  life  in  other  coun- 
tries are  to  be  given  as  introduction  to  Geography. 

Stories  from  History  and  Literature  of  the  childhood  of 
great  men  are  to  be  selected  to  celebrate  the  National  Holidays 
and  the  festivals  of  the  year. 


38  SECOND  GRADE  DIVISIONS 

C     Assignment 

Have  pupils  copy  sentences  and  make  statements,  oral  and 
written;  begin  and  end  correctly  the  written  statement.  Form 
interrogative  sentences,  oral  and  written. 

Make  use  of  such  historic  events  as  are  suggested  by  Thanks- 
giving Day. 

A  number  of  suitable  selections  of  poetry  should  be  made 
by  the  teacher.  These  selections  are  to  be  talked  about,  learned 
by  the  pupils  and  recited  by  them. 

Make  use  of  such  material  as  the  autumn  gives  freely. 
Autumn  leaves,  flowers,  fruits  and  nuts,  to  bring  the  pupils  in 
close  contact  with  the  seasonal  changes. 

Encourage  the  children  to  talk  freely  and  guide  them  to  cor- 
rect expression. 

Conversations  and  stories  told  to  inculcate  a  spirit  of  kind- 
ness to  one  another,  to  animals. 

The  written  work  is  to  accompany  and  to  be  based  upon  the 
oral  exercises. 

B  Assignment 

Exercises  in  writing  proper  names  with  capitals,  the  name 
of  the  school,  the  name  of  the  teacher  and  of  the  principal. 

The  correct  use  of  I,  me;  he,  him;  she,  her;  they,  them; 
is,  are;  was,  were;  has,  have.  Oral  work  should  always  precede 
the  dictated  written  exercise. 

Observe  the  seasonal  changes.  How  nature  adapts  itself 
to  winter  weather,  a  mantle  of  snow  for  the  flowers.  How  man 
protects  himself  against  the  weather;  warm  clothing,  shelter, 
fires.  Absence  of  bird  and  animal  life. 

Children  are  to  be  taught  polite  and  courteous  manners  and 
forms  of  speech. 

Poems  and  stones  continued. 

The  written  work  consists  of  reproduction  of  stories,  narra- 
tion and  description  based  upon  the  Nature  Work  and  the  Social 
World. 

A  Assignment 

Write  such  simple  abbreviations  as  Mr.,  Mrs.,  Dr.,  St.  Indi- 
cate ownership  by  the  use  of  's. 

Oral  descriptions,  followed  by  occasional  dictation  exercises 
on  the  same  subject  with  especial  care  as  to  orderly  arrangement 
Of  thought. 

Memorize  at  least  three  poems. 

Decoration  Day.    Description  of  our  flag. 


SECOND  GRADE  DIVISIONS  39 

Return  of  spring;  twigs,  blossoming  fruit  trees,  wild  flowers, 
the  grass  a  green  carpet,  return  of  birds;  a  record  kept  of  these 
changes. 

Write  simple  letter  to  school  mate,  parent  or  teacher. 

Language  should  be  given  to  the  entire  school.  When  two 
divisions  are  in  one  school,  follow  the  assignment  of  the  lower 
division.  Where  two  grades  are  in  one  room,  the  assignment  of 
the  upper  grade  should  be  followed.  The  Nature  Work  should  be 
given  in  its  season. 

WRITING 

Frequent  blackboard  writing 
Simple  movement  exercises 
Writing  on  paper  with  pencil 
Teach  script  forms  and  figures 
Spencer's  Practical  Writing  Book  No.  2. 

ARITHMETIC 
C  Assignment 

Continue  the  group  exercises  of  the  first  grade;  counting 
by  twos,  fours,  eights  to  twenty-four;  threes,  sixes,  twelves  to 
thirty-six ;  fives,  tens,  twenties  to  one  hundred,  forward  and  back- 
ward, involving  at  first  the  use  of  objects.  Take  all  the  combina- 
tions in  addition  and  subtraction  based  upon  these  exercises  in 
counting. 

246836948566789 
222233344546789 


Analysis  of  groups,  including  simple  fractional  parts,  em- 
phasizing even  groups.  Most  schools  will  reach  16  in  this  work. 

Formal  abstract  exercises  in  addition,  subtraction,  multipli- 
cation and  division,  with  simple  concrete  problems  based  upon 
every  day  life. 

In  the  analysis  of  groups,  base  much  of  the  work  on  meas- 
urement ;  the  inch,  foot,  yard ;  the  *ounce,  *pound ;  liquid  and 
*dry  measure;  see  study  of  12,  based  on  the  foot,  as  to  method. 

Use  constructive  exercises  involving  the  use  of  the  inch. 

B  Assignment 

Counting  exercises  reviewed ;  counting  by  twos,  fours, 
eights;  threes,  sixes,  twelves;  fives,  tens,  twenties;  forward  and 
backward.  Counting  by  twos,  threes,  fours,  beginning  with  one, 
two  or  three,  etc. 

Analysis    of    groups,    twelve,    fourteen,    sixteen,    eighteen, 


40  SECOND  GRADE  DIVISIONS 

twenty-four  and  *thirty-six;  the  ability  of  the  class  to  determine 
the  limit.  Base  most  of  this  work  on  measurement,  the  foot, 
yard ;  the  *ounce,  *pound ;  liquid  and  *dry  measure ;  the  cent, 
dime  and  dollar. 

Recognize  tens  in  the  treatment  of  numbers.  First  with 
sticks,  afterwards  by  memory  drill  from  one  to  fifty  by  adding 
successive  tens,  as  2  +  2  =  4,  12  -f  2  =  14,  22  +  2  =  24, 
32  +  2  =  34,  42  -f-  2  =  44.  Also  4  --  2  =  2,  14  --  2  =  12, 

24  —  2  =  22,  34  —  2  =  32,  44  —  2  =  42,  etc. 

Addition  of  single  columns  of  numbers  whose  sum  does  not 
exceed  fifty.  Continue  the  drill  upon  the  45  combinations  in 
addition  and  subtraction,  emphasizing  subtraction. 

A  Assignment 

Addition  of  two  numbers  each  containing  tens  and  units. 
These  lessons  may  be  followed  by  concrete  problems  illustrated 
by  sticks  with  tens  and  units  as  in  previous  years. 

In  adding  two  or  more  numbers  each  containing  tens  and 
units,  give  many  oral  exercises  based  on  the  composition  of  the 
numbers,  as  22  +  22  =  ?,  22  +  20  +  2  =  44,  25  -f  25  =  ?, 

25  +  20  +  5  =  50;  26  +  28  =  ?,  26  +  20  +  8  =  54. 

Multiply  in  a  similar  way  2(20)  =  40,  2(24)  =  2(20) 
-f  2(4)  =  48,  2(28)  =  2(20)  +  2(8)  ==  56. 

In  division  only  composite  numbers  should  be  used,  as  24  the 
dividend  with  one  of  the  factors  as  a  divisor. 

*Subtraction  in  which  units  figure  in  the  minuend  is  less 
than  units  figure  in  the  subtrahend. 

Addition,  subtraction,  multiplication  and  division  tables  of 
twos  and  threes  developed  and  applied  in  problems  of  every  day 
activity. 

Use  the  foot  rule  and  fraction  strip  and  continue  the  con- 
structive exercises,  using  inch  and  half  inch.  The  number  ele- 
ments should  be  clearly  and  definitely  developed. 

Read  and  write  numbers  to  one  hundred.  Roman  numer- 
als to  fifty. 

Continue  the  drill  upon  the  45  combinations  in  addition  and 
subtraction. 

123456789234567 
111111111222222 


893456789456789 
223333333444444 


SECOND  GRADE  DIVISIONS  41 

567896789789899 
555556666777889 

In   written    work    avoid    difficult   problems;    secure    simple 
statements;  limit  the  amount. 
*Topics  starred  are  optional. 

MUSIC 

Classes  consisting  of  one  division  will  take  the  regular  as- 
signment for  such  division. 

C  and  B  division  classes  will  take  C  assignment. 

B  and  A       "  "        "       "      B 

A  and  C       "  "        "       "      B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text-book  occurs,  in  which 
case  take  the  C  assignment  of  the  upper  grade. 

C  Assignment 

Review  Do,  Sol,  Fa  chords. 

Give  special  attention  to  interval  practice  from  the  modu- 
lator. In  modulator  pointing  be  original,  avoid  repetition  of 
intervals.  Be  sure  that  children  are  not  singing  from  memory. 
Teach  note  values  as  given  on  page  18  Handbook. 

B     Assignment 
Modern  Primer 

Introduce  Staff  Notation,  page  31  Handbook,  showing  key 
signatures  but  not  explaining.  Explain  meter  signatures  as  on 
page  31. 

First  Month 

Keys  E  and  E  flat,  scale  on  page  41 ;  melody,  page  40.  Page 
46.  "Jumping  Johnny." 

Key  D,  page  31,  scale,  page  61.  Bunny  and  Polly,  page  47. 
A  Sleigh  Ride. 

Second  Month 

Key  F,  page  37,  scale,  page  37-11,  page  69- V. 
Key  G,  page  29,  scale,  page  56-11,  Tick  Tock,  page  28. 

Third  Month 

Key  of  C,  scale,  page  27,  The  Raindrops,  Bouncing  Ball. 
Key  of  A  and  A  flat,  page  33,  scale  exercises  II;  page  43, 
scale  exercise  II. 


SECOND  GRADE  DIVISIONS 


A  Assignment 

First  Month 

Key  of  B  flat  and  B,  page  39,  scale.  German  Folksong, 
page  64. 

Primer,  page  122,  I,  II,  III,  page  30.  The  Squirrel,  page 
37,  I. 

Second  Month 

Primer,  page  56,  I,  page  23,  The  Spider,  page  33,  V,  page  43. 
A  Study. 

Third  Month 

Primer,  page  39,  A  Study,  page  38,  Mix  a  Pan-cake. 
Songs  from  Primer  and  Supplementary  Books. 


Page  22 
Page  34 

Page  68 
Page  70 
Page  23 
Page  55 


30 
23 
29 
48 
34 
83 
87 


Page 
Page 
Page 
Page 
Page 
Page 
Page 
Page  104 
Page  118 
Page  120 
Page  73 
Page  76 

Page  106 
Page  91 
Pages  74,75 
Page  36 
Page  53 
Page  73 


Songs  for  C-B-A  Divisions 

AUTUMN  SONGS 

Gaynor  No.  2       "Cat  Tails" 
The  Crow 

WINTER  SONGS 

Gaynor  No.  1        Jack  Frost 

Sleighing  Song 
First  Melodic        Winter  Song 

Snow  Flakes 

SPRING  SONGS 

Gaynor  No.  2        Sweet  Pea  Ladies 

Daisies 

Poppies 

First  Melodic         Seed  Time 
"          "  Buttercups 

An  April  Shower 

Spring  Song 

Ding-Dong-Daisy 

Waiting  to  Grow 

Little  Bud 
Gaynor  No.  1        Robin  Red  Breast 

Birth  of  the  Butterfly 

SONGS  THROUGHOUT  THE  YEAR 

Gaynor  No.  2        Stepping  Stones 
Feather  Game 
Sweeping  and  Dusting 
The  Frog 

Piggie  Wig  and  Piggie  Wee 
The  Postman 


SECOND  GRADE  DIVISIONS 


43 


Page  100  "  Prism  Game 

Page  94  "  "           The  Ball 

Page  73  First  Melodic        Mr.  Bee 

Page  42  "  "               What  Does  Little  Birdie  Think 

Page  53  "  "               Shuttle  Cock 

Page  54  "  "               The  Invitation 

Page  56  "  "               The  Wind 

Page  122  Children  of  Japan 

Page  1 1  Gaynor  No.  1        Land  of  Nod 

Page  14  "  "            Song  of  Iron 

Page  16  "  "            Blacksmith 

Page  17  "  "            Shoemaker 

Page  22  Grandma  Knitting  Song 

Page  46  "  "            Pit-a-Pat 

Page  61  "  The  Moon  Boat 

Page  62  "  "            My  Shadow 

Page  88  "  "           Tea  Kettle 

Page  89  "  "           Owl 

Page  100  "  "           Winding  the  Clock 

Page  114  First  Melodic        "Hurrah  for  the  Flag" 

Page  98  "  "               Flag  Song 

DRAWING  AND  APPLIED  ART 

Fall 
September  and  October 

Draw  simple  fall  flowers,  fruit  and  bright-colored  vege- 
tables. Suggestions:  Book  1,  page  15;  Book  2,  page  18;  Book 
3,  page  15.  Crayon  and  water  colors. 

Paper-tearing.  Trees  of  different  kinds.  Arrange  on  the 
board  to  represent  woods  or  orchard. 

Draw  trees  on  the  blackboard. 

Paper-cutting.    A  pumpkin  with  a  stem. 

Draw  pumpkins  on  the  board. 

Paint  a  pumpkin.     Suggestions:  Book  1,  page  19. 

Paint  a  landscape,  blue  sky  and  green  ground. 

Paint  a  landscape,  blue  sky,  green  grass  and  distant  trees. 
Suggestions:  Book  1,  page  6.  Crayon  and  water  colors. 

Make  units  of  design  from  leaves  or  other  simple  nature 
forms.  Suggestions:  Book  4,  page  89;  Book  1,  page  58. 

November 

Autumn  landscapes.     Crayon  and  water  colors. 
Make    a    border    of    leaves.    Paper-cutting.    Suggestions: 
Book  1,  page  58.    Use  as  a  book  marker  or  blotter. 


44  SECOND  GRADE  DIVISIONS 

Winter 
December 
Winter  landscapes. 

Plan  and  construct  a  calendar-back.  Cut  landscapes  of 
previous  lessons  into  appropriate  sizes  and  shapes  for  the 
calendar-back.  Paste,  studying  carefully  the  placing  of  the 
calendar  and  landscapes.  Suggestions :  Book  3,  page  66. 

January  and  February 

Toys.  Suggestions:  Book  1,  pages  40,  41,  42.  Paper-cutting 
and  tearing.  Crayon,  brush. 

Winter  landscapes.  Suggestions:  Book  2,  page  11;  Book  3, 
page  9;  Book  4,  pages  8,  9. 

Illustrations — Winter  suggestions :  Book  1,  pages  26,  27, 
48;  Book  2,  pages  11,  27,  29;  Book  3,  page  9.  Pose  drawing. 

Make  a  valentine  and  envelope.     Applied  number. 

Spring 

March 

Illustrative  Drawing. 

Japanese  lanterns  or  other  objects.     Suggestions:  Book  1, 
pages  46,  47 ;  Book  3,  pages  46,  47.    Crayon  and  brush. 
Design  a  booklet  cover.    Applied  number. 

April  and  May 

Illustrations  of  Spring.  Suggestions:  Book  1,  page  33; 
Book  2,  pages  12,  13;  Book  3,  pages  12,  27,  31,  53. 

Twigs  and  flowers.  Crayon  and  brush.  Suggestions : 
Book  1,  pages  22,  23,  24,  25;  Book  2,  pages  15,  23;  Book  3,  pages 
22,  23,  24. 

Trees.  Suggestions:  Book  2,  page  4;  Book  3,  page  3. 
Crayon  and  brush. 

Design  a  book-cover.  Use  a  border  for  decoration.  Water- 
colors. 

Landscapes — Marines.  Crayon  and  brush.  Suggestions: 
Book  1,  pages  3,  4,  5,  6;  Book  2,  pages  2,  9,  12,  13 ;  Book  3,  pages 
3,  4,  63,  66. 

Give  illustrative  drawing  in  connection  with  other  studies. 
Encourage  blackboard  drawing. 


SECOND  GRADE  DIVISIONS  45 

PHYSICAL  TRAINING 

Five  minutes  in  the  morning  for  gymnastics  and  five  for 
plays  and  games.  In  the  afternoon  five  minutes  for  plays  and 
games. 

C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Plays  and  games  to  be  selected  from  the  syllabus  of  games. 
Note — All  games  and  gymnastics  to  be  given  out  of  doors  when- 
ever the  weather  permits. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


THIRD  GRADE  DIVISIONS 


READING 
C     Assignment 

Progressive  Third  Reader,  102  pages.  Take  up  these  pages 
in  consecutive  order,  except  to  vary  them  to  suit  special  occa- 
sions and  seasons  of  the  year.  The  phonetic  work  should  be  of 
such  a  character  as  to  prove  a  vital  element  in 'pronunciation 
and  enunciation. 

The  supplementary  reading  will  be  selected  by  the  teacher 
from  the  list  of  books  found  in  her  building.  Encourage  free, 
consecutive  reading,  assisting  pupils  through  difficult  places 
by  pronouncing  words,  etc. 

B     Assignment 

Select  such  lessons  from  the  remaining  pages  of  the  Pro- 
gressive Third  Reader  as  may  be  best  adapted  to  the  needs  of 
your  class. 

Stepping  Stones  to  Literature,  first  99  pages.  Supplement- 
ary Reading  continued. 

Intensive  work — the  enlargement  of  the  pupil's  vocabulary, 
the  mastery  of  the  thought  content,  and  expressive  reading  in 
good  rich  tone  and  well  modulated  style  are  the  results  to  be 
gained. 

Watch  the  voices  of  the  pupils.  So  far  as  possible  have 
them  breathe  correctly.  Avoid  harsh,  strained  reading. 

A     Assignment 

Select  such  lessons  from  the  remaining  pages  in  both  Step- 
ping Stones  to  Literature  and  Third  Progressive  Reader  as  are 
best  adapted  to  the  needs  of  your  class. 

Make  frequent  use  of  the  supplementary  reading  in  your 
building. 

Teachers  should  read  much  for  their  pupils,  thus  setting  a 
standard  of  good  reading  and  creating  a  taste  for  it. 

The  review  of  favorite  lessons  will  furnish  opportunity  for 
dramatic  presentation,  the  discussion  of  which  affords  insight 
into  the  meaning  of  the  words  and  purpose  of  the  lesson  and  at 
the  same  time  may  be  made  to  encourage  individual  effort. 
Dramatic  situations  should  come  from  the  pupils'  interpreta- 
tion of  the  story,  as  well  as  from  the  teacher's  suggestion. 


THIRD  GRADE  DIVISIONS  47 

SPELLING 

Two  words  are  made  prominent  in  each  lesson.  Their  pro- 
nunciation, division  into  syllables,  derivation,  phonetic  proper- 
ties, oral  and  written  spelling  and  meaning,  are  all  to  be  made 
clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
the  antonym;  by  illustration  with  object,  action  or  drawing; 
and  by  etymology. 

Each  lesson  should  have  also  from  eight  to  twenty  subor- 
dinate words  taken  from  the  text-book  or  composition  exer- 
cises. Systematic  review  each  Monday  should  be  made  of  the 
prominent  words  taught  in  this  and  in  the  lower  grades.  Fre- 
quent supplementary  dictation,  word-building  and  phonic  exer- 
cises should  be  given.  Spell  much  orally.  In  oral  spelling  indi- 
cate syllables  usually  in  one  of  these  ways : 

By  slight  pauses 

By  pronunciation  of  syllables 

By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  I,  lessons  1-60  inclusive. 
Supplementary  Exercises,  1-12  inclusive. 

B     Assignment 

Champion  Spelling  Book,  Section  I,  lessons  61-120  inclusive; 
Supplementary  Exercises,  13-24  inclusive. 

A     Assignment 

Champion  Spelling  Book,  Section  I,  lessons  121-160  inclu- 
sive; Annual  Spelling  Contest. 

LANGUAGE  AND  COMPOSITION 

Throughout  the  year  place  emphasis  upon  the  oral  language 
work.  In  no  other  way  can  facility  of  expression  be  so  well 
secured.  One  good  story  having  ethical  content  and  literary 
merit  may  be  learned  each  month.  Select  out  of  the  numerous 
poems  for  children  one  for  each  month.  Use  these  poems  for 
memorizing  and  for  oral  language  in  paraphrasing. 

The  study  of  the  Honey  Bee  and  Ant  will  be  continued 
throughout  the  year.  This  study  should  be  partly  of  their 
bodily  structure  but  mainly  of  their  habits,  their  community 


48  THIRD  GRADE  DIVISIONS 

life,  their  method  of  work,  division  of  labor,  etc.  Miss  Morley's 
"Little  Bee  People"  and  Maetterlinck's  "Life  of  the  Bee" — the 
latter  a  masterly  piece  of  literature  for  the  teacher  only. 

Story,  poem  and  insect  life  furnish  material  for  written 
reproduction  which  should  be  a  frequent  exercise  in  this  grade. 

C     Assignment 

Special  care  should  be  used  to  prevent  the  use  of  incorrect 
expressions  and  to  correct  common  errors  of  speech. 

Exercises  should  be  given  in  writing  different  forms  of 
sentences,  statements  and  questions. 

Teach  the  use  of  the  comma  in  direct  address,  as,  "John, 
come  here."  "Where  are  you  going,  James?"  Also  quotation 
marks  in  a  simple  quotation.  These  should  be  taught  by  obser- 
vation of  their  correct  use  in  print,  by  the  copying  of  sentences 
and  by  dictation  exercises. 

Study  of  leaves  of  common  familiar  trees  and  shrubs,  seeds 
of  trees,  flowers  and  weeds  and  their  curious  modes  of  distri- 
bution. 

Thanksgiving  Day  and  the  Pilgrims,  Christmas  Day  in  our 
own  and  in  other  lands.  October  12,  Columbus  Day. 

Letters  to  relatives,  friends,  schoolmates. 

Conversations  and  stories  to  be  told  to  inculcate  a  spirit  of 
kindness  to  one  another,  to  animals;  respect  for  the  aged; 
truthfulness,  unselfishness,  honesty. 

B     Assignment 

Attention  should  be  given  to  the  writing  of  names  of  per- 
sons, of  familiar  places  and  buildings,  of  the  days  of  the  week, 
of  the  month,  of  the  seasons,  and  the  months  in  the  seasons. 

Correct  use  of  I,  me;  he,  him;  she,  her;  they,  them;  is,  are; 
was,  were ;  has,  have ;  saw,  seen ;  did,  done ;  went,  gone ;  this, 
that;  these,  those. 

Teach  the  use  of  the  comma  after  yes  or  no  in  a  sentence 
answering  a  question,  as  "Have  you  a  pencil?"  "No,  I  left  mine 
at  home." 

Observations  of  Nature ;  snow,  ice,  cold  and  frost,  freezing 
and  thawing.  Sports  of  winter;  skating,  coasting,  snowballing. 

Vegetation  in  winter,  animal  life  in  winter. 

Letter  writing  continued. 

Children  are  to  be  taught  polite  and  courteous  manners  and 
forms  of  expression. 


THIRD  GRADE  DIVISIONS  49 

A     Assignment 

Facility  in  the  use  of  words  in  oral  speech  to  be  empha- 
sized. Increase  of  vocabulary.  Teacher  in  her  story-telling 
introduces  new  words;  children  encouraged  to  do  so. 

Continued  study  of  forms  of  sentences,  capitalization,  use 
of  's  to  denote  ownership. 

Teach  the  abbreviations  Mr.,  Mrs.,  Dr.,  St.,  doz.,  yd.,  ft., 
in.,  gal.,  qt.,  pt.,  lb.,  sq.  in. 

The  return  of  birds,  the  robin,  sparrows,  etc. — the  birds  most 
familiar  to  the  children. 

Keep  the  minds  of  the  children  alert  with  regard  to  the 
returning  tides  of  life,  the  spring  flowers,  blossoming  fruit 
trees,  etc. 

Decoration  Day,  The  American  Flag,  Salutation  of  the 
Flag. 

Language  should  be  given  to  entire  school.  When  two  divi- 
sions are  in  one  school,  follow  the  assignment  of  the  lower  divi- 
sion. Where  two  grades  are  in  one  room,  the  assignment  of  the 
upper  grade  should  be  followed.  The  Nature  Work  should  be 
given  in  its  season. 

WRITING 

Blackboard  writing 

Simple  movement  drills 

Script  forms  carefully  taught 

Use  pen  and  ink 

Spencer's  Practical  Writing  Book  No.  3. 

ARITHMETIC 
C     Assignment 

Continuation  and  extension  of  the  work  of  the  second 
grade  fundamental  operations.  Special  attention  should  be 
given  to  the  combinations  in  addition  and  subtraction.  See  sec- 
ond grade  assignment. 

Develop  number  relations  by  counting  exercises  by  twos, 
fours,  eights;  threes,  sixes,  twelves;  fives,  tens,  twenties,  for- 
ward and  backward  from  all  possible  beginnings. 

Recognize  ratio  and  tens  in  the  treatment  of  numbers. 

Simple  exercises  in  fractional  parts,  halves,  fourths;  thirds, 
fifths,  tenths. 

Construction  of  multiplication  and  division  tables  of  twos, 
threes,  fours,  fives  and  their  use  in  problems,  involving  measure- 
ments of  length,  weight,  time  and  dry  and  liquid  measure. 


50  THIRD  GRADE  DIVISIONS 

These  exercises  should  at  first  be  concrete  using  the  equip- 
ment provided  in  each  building. 

Fundamental  processes  and  their  application  in  problems ; 
see  pages  28  to  45,  Rational  Arithmetic. 

^Problems  in  weight;  see  pages  15  to  16,  Rational  Arith- 
metic, omitting  pages  4  and  5. 

B     Assignment 

Give  much  attention  to  the  difficult  combinations  in  addi- 
tion and  subtraction  in  both  oral  and  written  exercises. 

Review  of  multiplication  and  division  tables  of  twos,  threes, 
fours  and  fives,  by  their  use  in  problems  as  well  as  by  their  repe- 
tition as  tables. 

Reading  and  writing  numbers  through  thousands.  Roman 
numerals  to  one  hundred. 

Multiplication  and  division  tables  through  the  eights. 

Give  much  attention  to  the  study  of  typical  groups,  involv- 
ing measurement. 

Use  the  rule  in  frequent  exercises,  drawing  rectangles  of 
given  dimensions;  see  page  5,  page  6,  problems  5  and  6;  page  7, 
problems  10  and  11.  Introduce  square  inch  and  square  foot  in 
such  problems  as  can  be  treated  objectively  only.  Problems  in 
drawing  to  scale ;  see  pages  46  and  47.  Omit  page  57. 

^Measuring  and  building  of  solids  and  contents  of  boxes; 
see  pages  72  and  78.  Treat  this  work  objectively. 

The  assignment  extends  from  page  45  to  81  in  the  Rational 
Arithmetic,  omitting  the  study  of  triangles  on  page  64. 

A     Assignment 

Frequent  reviews  of  the  multiplication  and  division  tables 
of  sixes,  sevens  and  eights. 

Reading  and  writing  numbers  through  thousands.  Read  125 
as  one  hundred  twenty-five;  1,104  as  one  thousand  one  hundred 
four;  the  word  "and"  should  not  be  used  unless  a  fraction  is 
added  to  the  whole  number. 

In  oral  work,  continue  the  use  of  analytic  study  of  12  and 
36  based  upon  measurement.  Make  suitable  selections. 

Emphasize  operations  in  United  States  money.    See  page  95. 

*In  connection  with  the  table  of  nines  teach  the  square  yard 
as  a  unit  of  measurement  and  apply  it  in  finding  the  number  of 
square  yards  in  rectangles  of  simple  proportion. 

The  assignment  will  extend  to  page  100  in  the  Rational 
Arithmetic. 

*Topics  starred  are  optional. 


THIRD  GRADE  DIVISIONS  51 

HISTORY 
C     Assignment 

Text:  Fifty  Famous  Stories  Retold,  Baldwin:  pp.  5-17,  21- 
39,  49,  58.  Stories  omitted  optional  with  advanced  schools. 

B     Assignment 

Text:  Fifty  Famous  Stones  Retold,  Baldwin:  pp.  58-61, 
64-68,  76-84,  91-102,  106-113.  Stories  omitted,  optional  with 
advanced  schools. 

A     Assignment 

Text:  America's  Story  for  America's  Children  I,  Pratt:  pp. 
23-36,  89-100,  101-108.  Stories  omitted  optional. 

GEOGRAPHY 

Fall 

I  Seasonal  Changes:  Effect  on  Vegetation,  Animal  Life, 
Home  Life,  Life  of  Child.  II  The  Sky :  Appearance,  Sun,  Moon, 
Stars.  Ill  Common  Forms  of  Food.  How  acquired.  IV  Modes 
of  Travel  and  Transportation. 

Winter 

I  Seasonal  Changes.  II  Forms  of  Water:  Clouds,  Fog,  Hail, 
Frost,  Snow,  Ice.  Ill  Common  Articles  of  Clothing,  How  ac- 
quired. IV  Modes  of  Travel  and  Transportation.  V  Study  of 
Distance  and  Direction.  VI  Map  Making:  School  Room,  School 
Yard,  Local  Section  of  City. 

Spring 

I  Seasonal  Changes.  II  Common  Home  Utensils.  How 
acquired.  Ill  Map  Making.  Make  map  of  City  and  locate  public 
square  and  other  important  places.  IV  Locate  Land  Forms.  V 
Soil :  Rock,  Gravel,  Sand,  Clay,  Loam.  VI  Running  Water. 

MUSIC 

Classes  consisting  of  one  division,  will  take  the  regular  as- 
signment for  such  division. 

C  and  B  division  classes  will  take  C  assignment 

B  and  A       "  "      "      B 

A  and  C       "  "        "       "      B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text  book  occurs,  in  which 
case,  take  the  C  assignment  of  the  upper  grade. 


52  THIRD  GRADE  DIVISIONS 

C     Assignment 

MELODIC  SECOND   READER 

Reference,  Manual,  "Music  in  the  Grades" 
First  Month 

Teach  pitch  names.  Children  have  seen  but  they  have  not 
had  key  signatures  explained.  Teach  the  keys  as  they  appear  in 
the  exercises  of  the  outline.  Place  on  the  board  staff  modulator 
as  illustrated  on  page  27  of  the  Handbook. 

Divided  Beat,  page  9,  exercise  5. 

Sharp  Four,  page  12,  exercises  8,  9,  10. 

Songs,  pages  17-19. 

Second  Month 

Divided  Beat,  page  17,  exercises  23-24. 
Sharp  Four,  page  19,  exercises  26-27-28-29. 
Minor  Studies,  page  13,  exercises  15-16. 
Songs,  pages  10-36. 

Third  Month 

Divided  Beat,  page  23,  exercises  38-39. 

Sharp  Four,  page  19,  exercise  30. 

Minor  study,  page  21,  exercise  31. 

Songs,  page  16-75.     "Giving  Thanks,"  page  143. 

B     Assignment 

First  Month 

Divided  Beat,  page  33,  exercises  51-52. 
Sharp  Four,  page  25,  exercises  40-41-42-43. 
Songs,  pages  14-26. 

Second  Month 

Divided  Beat,  page  49,  exercise  78. 
Sharp  Four,  page  35,  exercises  57-58-59-60. 
Minor  Studies,  page  29,  exercises  44-45. 
Songs,  pages  40-42. 

Third  Month 

Divided  Beat,  page  64,  exercise  100. 
Sharp  Four,  page  35,  exercise  61. 
Minor  Studies,  page  37,  exercises  63-64. 
Songs,  page  56-60. 

A     Assignment 

First  Month 
Divided  Beat,  page  67,  exercise  108 


THIRD  GRADE  DIVISIONS  53 

Sharp  Four,  page  51,  exercises  80-81-82 
Minor  Studies,  page  45,  exercises  71-72 
Songs,  page  67-70. 

Second  Month 

Divided  Beat,  page  69,  exercise  114 
Sharp  Four,  page  51,  exercise  83 
Flat  Seven,  page  63,  exercises  92-93-94 
Minor  Study,  page  53,  exercise  85 
Song,  page  72. 

Third  Month 

Flat  Seven,  page  68,  exercises  109-110-111-112-113 
Two  Voice,  page  45,  exercise  74. 

Songs  for  A-B  and  C  Divisions 

AUTUMN  SONGS 

Page  26 — Gaynor  No.  2 Milkweed  Seeds 

Page  78— Gaynor  No.  2  Golden  Rod 

WINTER  SONGS 

Page  16  — Gaynor  No.  2    Skating 

SPRING  SONGS 

Page  24 — Gaynor  No.  2 Morning  Glory  Bells 

Page  32— Gaynor  No.  2    Bobolink 

Page  46 — Gaynor  No.  2    Awakening 

Page  55 — Gaynor  No.  2    Woodpecker 

Page  58 — First  Melodic Spring's  Call 

Page  44 — Gaynor  No.  1  Easter  Song 

SONGS  THROUGHOUT  THE  YEAR 

Page  47 — Gaynor  No.  1    Blowing  Bubbles 

Page  86 — Gaynor  No.  1   Song  of  the  Clock 

Page  30 — First  Melodic   Cherry  Festival  Song 

Page  36 — First  Melodic   Waking 

Page  38 — First  Melodic Sunshine  Song 

Page  64 — First  Melodic Child's  Evening  Hymn 

Page  103—Gaynor  No.  2  The  Swing 

Page  38 — Gaynor  No.  2 Hickory,  Dickory,  Dock 

Page  36 — Gaynor  No.  2    Language   Lesson 

Page  59 — Gaynor  No.  2  Some  Lullabys 

Page  89 — Gaynor  No.  2    Boating 

Page  92 — Gaynor  No.  2  Boating 

Page    8 — Gaynor  No.  2 Salute  to  the  Flag 


54  THIRD  GRADE  DIVISIONS 

DRAWING  AND  APPLIED  ART 
Fall 

Draw  simple  fall  flowers  and  bright  colored  vegetables. 
Suggestions:  Book  1,  pages  15,  18,  19;  Book  2,  pages  18,  19; 
Book  3,  pages  15,  18,  23;  Book  4,  pages  20,  24,  27.  Crayon  and 
water-colors. 

Draw  branches  of  fruit.  Suggestions:  Book  2,  page  22; 
Book  3,  pages  19,  20;  Book  4,  page  20.  Crayon  and  water 
colors. 

Make  units  of  design  from  plant  forms.  Suggestions :  Book 
6,  pages  86,  87;  Book  4,  pages  89,  90;  Book  1,  page  58. 

October  and  November  landscapes.  Crayon  and  brush.  Save 
for  Christmas  calendars. 

Illustrative  drawing. 

Winter 
December 

Make  a  calendar.  Applied  number.  Cut  landscapes  of  pre- 
vious lessons  into  appropriate  sizes  and  shapes  for  the  calendar. 
Paste,  studying  carefully  the  placing  of  the  calendar  and  land- 
scape. Suggestions:  Book  3,  page  66. 

January 

Draw  common  objects  and  toys.  Brush  and  crayon.  Outline 
and  mass.  Suggestions,  Book  1,  pages  42,  47,  50;  Book  2,  pages 
42,  43 ;  Book  3,  pages  42,  43,  44,  45,  46,  47;  Book  4,  pages  50,  51, 
52,  53,  55,  56. 

February 

Winter  trees.  Suggestions :  Book  4,  pages  6,  7 ;  Book  5, 
page  26.  Crayon. 

Winter  landscapes.  Suggestions:  Book  4,  pages  8,  9,  10; 
Book  6,  page  8. 

Pose  drawing. 

Illustrations  of  winter.  Suggestions:  Book  1,  pages  26,  27, 
28;  Book  2,  pages  11,  27;  Book  3,  page  9. 

Valentines. 

Spring 
March 

Make  a  cover  for  a  booklet.    Applied  number. 
Illustrations    of   spring.      Suggestions:    Book    1,    page    33; 
Book  3,  pages  26,  27,  29,  31,  32,  53;  Book  4,  page  30. 
Illustration  in  other  studies. 


THIRD  GRADE  DIVISIONS  55 

April  and  May 

Twigs  and  flowers.    Brush  and  crayon.    Suggestions:  Book 

1,  pages  22,  23,  24,  25;  Book  2,  pages  15,  23;  Book  3,  pages  22, 
23,  24;  Book  4,  pages  21,  52,  53. 

Construct  an  envelope  and  decorate. 

Trees.    Landscapes.    Marines.    Suggestions:  Book  2,  pages 

2,  4,  9,  12,  13;  Book  3,  pages  4,  63,  66. 

Give  illustrative  drawing  in  connection  with  other  studies. 

PHYSICAL  TRAINING 
C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VI  to  XII  inclusive. 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Plays  and  games  to  be  chosen  from  the  syllabus  of  games. 
Note — Whenever  possible,  conduct  all  gymnastics  and  games  in 
halls,  assembly  room  or  playground. 

If  the  playground  is  used,  about  half  time  should  be  given 
to  plays  and  games. 

Here  it  is  essential  to  take  only  the  corrective  exercises 
which  are  on  the  front  of  the  card. 

When  the  work  must  be  taken  in  the  class  room,  one  or  two 
lessons  a  week  should  be  spent  on  plays  and  games. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


FOURTH  GRADE  DIVISIONS 


READING 

Text-Book,  Progressive  Fourth  Reader. 

I  Give  pupils  thorough  drill  throughout  the  year  in  elemen- 
tary sounds  and  articulation  exercises  found  in  preparation 
lessons,  pages  7  to  15  in  Progressive  Fourth  Reader.  Teach 
the  art  of  correct  breathing. 

II  Part  I  of  the  Progressive  Reader  contains  56  lessons.  The 
time  set  apart  in  the  time  schedule  for  text-book  reading, 
175  minutes  per  week,  seems  sufficient  to  enable  a  very 
good  school  to  complete  the  whole  of  Part  I  during  the 
year.  The  lessons  will  be  given  as  follows : 

During  the  fall  term,  read  Tales  and  Myths  from  Many  Lands; 
Lessons  in  Geography  and  History ;  Songs  for  all  Sea- 
sons, omitting  15,  16  and  17;  Easy  Narratives  to  lessons  27. 

During  the  winter  term,  finish  Easy  Narratives ;  Fables  and  Alle- 
gories to  lesson  36;  Easy  Lessons  in  Science,  omitting  les- 
sons 48  and  49. 

During  the  spring  term  read  all  lessons  not  included  in  the  other 
two  terms. 

III  Should  any  school  find  this  assignment  too  difficult,  the  fol- 
lowing lessons  may  be  omitted:  8,  11,  12,  35,  42,  43. 

IV  Text-Book  reading   should   be   intensive   in    its   character. 
Careful  study  should  be  made  of  words  and  expressions  and 
some  acquaintance  formed  with  the  authors  of  the  various 
selections.    The  limited  number  of  lessons  assigned  affords 
time  in  which  to  do  this  work  thoroughly.     The  value  of 
drill  in  reading  is  here  emphasized.    Drill  is  not  mere  repe- 
tion.     It  is  the  re-reading  of  lessons  under  the  constant 
stimulus  of  the  teacher  and  the  school  by  which  the  child's 
mind  is  kept  on  the  alert  and  his  best  performance  called 
forth.     He  thus  grows  in  power  of  understanding;  in  the 
use  of  the  voice ;  in  the  training  of  the  organs  of  speech ; 
in  the  appreciation  of  words;  in  familiarity  with  combi- 
nations of  words  into  parts  of  sentences,  whole  sentences 
and  paragraphs. 

SUPPLEMENTARY  READING 

An  abundance  of  material  for  supplementary  reading  is  to 
be  found  in  every  building.  Teachers  will  select  from  the  list 
such  books  as  will  relate  themselves  to  other  lessons  and  as  are 
appropriate  to  the  season. 


FOURTH  GRADE  DIVISIONS  57 

SPELLING 

Two  words  are  made  prominent  in  each  lesson.  Their  pro- 
nunciation, division  into  syllables,  derivation,  phonetic  prop- 
erties, oral  and  written  spelling  and  meaning,  are  all  to  be  made 
clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description  ;  by  giving  a  synonym  or  the 
antonym;  by  illustration  with  object,  action  or  drawing;  and  by 
etymology. 

Each  lesson  should  have  also  from  eight  to  twenty  subor- 
dinate words  taken  from  the  text-book  or  composition  exercises. 
Systematic  review  each  Monday  should  be  made  of  the  prominent 
words  taught  in  this  and  in  the  lower  grades.  Frequent  supple- 
mentary dictation,  word-building  and  phonic  exercises  should  be 
given.  Spell  much  orally.  In  oral  spelling  indicate  syllables 
usually  in  one  of  these  ways : 

By  slight  pauses 

By  pronunciation  of  syllables 

By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  II,  lessons  1  to  60  inclu- 
sive ;  supplementary  exercises,  1  to  12  inclusive. 

B     Assignment 

Champion  Spelling  Book,  Section  II,  lessons  61  to  120  inclu- 
sive; supplementary  exercises,  13  to  24  inclusive. 

A     Assignment 

Champion  Spelling  Book,  Section  II,  lessons  121  to  160  in- 
clusive; Annual  Spelling  Contest,  I  and  II. 

Geographical  words,  commonly  misspelled,  may  be  taught 
occasionally. 

LANGUAGE  AND  COMPOSITION 

C     Assignment 
LANGUAGE 

Habits  of  correct  speech  must  be  formed  by  daily  practice, 
by  training  the  tongue  to  say  the  proper  word  and  by  so  training 
the  ear  that  the  ungrammatical  or  inelegant  expression  is  felt 
to  be  discordant.  Daily  oral  practice  should  be  given  on  the 
correct  forms  of  verbs  commonly  used,  as,  "I  see  it  now,"  "I 
saw  it  yesterday/'  "I  have  seen  it  many  times." 


58  FOURTH  GRADE  DIVISIONS 

Use  of  capital  letters,  the  period,  the  interrogation  point, 
the  comma  (to  separate  the  name  of  the  person  addressed  from 
the  rest  of  the  sentence),  quotation  marks. 

Common  abbreviations,  Mr.,  Mrs.,  Dr.,  A.  M.,  P.  M.,  U.  S. 

Practice  in  use  of  correct  forms  of  verbs :  come,  go,  see,  do, 
know,  run. 

Practice  in  correct  use  of  this,  these,  that,  those. 

Training  in  courteous  forms  of  expression. 

Dictation  exercises. 

COMPOSITION 
Oral  and  written  compositions  based  upon: 

1  PERSONAL  OBSERVATION 

Fall — Flowers,  trees,  seeds,  seed-pods,  the  sky,  the  sun 

Winter — Frost,  snow,  clouds,  length  of  day 

Spring — Trees,  leaves,  flowers,  rain,  the  sky,  the  sun. 

2  INDUSTRIES 

Fall — Food  products 
Winter — Clothing 
Spring — Shelter 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Informal,  friendly  letters 

Correctness  of  forms,  of  spelling  and  punctuation  must  be 

insisted  upon. 
Conversation  and  Discussion 

Truth,  courage,  obedience,  duty  to  parents 
Memorizing  of  poems 

Poems  or  selections  from  poems  of  literary  beauty  or  high 
moral  tone  should  be  taught  as  an  important  part  of  the 
work  in  language.  Poems  descriptive  of  the  season  or 
bearing  upon  any  subject  discussed  in  the  composition 
work  will  add  interest  to  the  study. 

B     Assignment 
LANGUAGE 

Use  of  capitals,  the  period,  the  interrogation  point,  the 
comma  (used  to  separate  words  in  a  series),  quotation  marks. 

Common  abbreviations:  Jan.,  Feb.,  Mar.,  Apr.,  Aug.,  Sept., 
Oct.,  Nov.,  Dec. 

Practice  in  use  of  correct  forms  of  verbs :  give,  write,  take, 
catch,  bring. 


FOURTH  GRADE  DIVISIONS  59 

Practice  in  correct  use  of  good,  better,  best,  well,  slow, 
slowly,  quick,  quickly. 

Training  in  courteous  forms  of  expression. 
Dictation  exercises. 

COMPOSITION 

Oral  and  written  composition  based  upon : 

1  PESONAL  OBSERVATION 

Fall — Flowers,  trees,  seeds,  seed-pods,  the  sky,  the  sun 

Winter — Frost,  snow,  clouds,  length  of  day 

Spring — Trees,  leaves,  flowers,  rain,  the  sky,  the  sun. 

2  INDUSTRIES 

Fall — Food  products 
Winter — Clothing 
Spring — Shelter. 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Informal,  friendly  letters. 

Correctness  of  form,  of  spelling  and  punctuation  must  be 

insisted  upon. 
Conversation  and  Discussion 

Unselfishness,  good  manners,  duty  to  brothers  and  sisters, 

duty  to  schoolmates. 
Memorizing  of  poems 

Poems  or  selections  from  poems  of  literary  beauty  or  high 
moral  tone  should  be  taught  as  an  important  part  of  the 
work  in  language.  Poems  descriptive  of  the  season  or 
bearing  upon  any  subject  discussed  in  the  composition 
work  will  add  interest  to  the  study. 

A     Assignment 
LANGUAGE 

Use  of  capital  letters,  the  period,  the  interrogation  point,  the 
comma  (to  separate  the  word  "Yes"  or  "No"  from  the  statement 
which  follows  it),  quotation  marks. 

Common  abbreviations:  P.  S.,  etc.,  ans.,  Co.,  Rev. 

Practice  in  use  of  correct  forms  of  verbs:  sing,  speak,  eat, 
break,  teach,  blow. 

Practice  in  use  of  correct  forms  of  pronouns:  "He  and  I 
saw  it,"  "May  he  and  I  go?"  "It  is  I,"  "Is  he  taller  than  I?" 

Training  in  courteous  forms  of  expression. 

Dictation  exercises. 


60  FOURTH  GRADE  DIVISIONS 

COMPOSITION 
Oral  and  written  composition  based  upon : 

1  PERSONAL   OBSERVATION 

Fall — Flowers,  trees,  seeds,  seed-pods,  the  sky,  the  sun 

Winter — Frost,  snow,  clouds,  length  of  day 

Spring — Trees,  leaves,  flowers,  birds,  the  sky,  the  sun. 

2  INDUSTRIES 

Fall — Food  products 
Winter — Clothing 
Spring — Shelter 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Informal  friendly  letters. 
Simple  invitations. 
Conversation  and  Discussion 

Respect  for  the  aged,  kindness  to  animals,  care  of  public 

property,  patriotism. 
Memorizing  of  poems 

Poems  or  selections  from  poems  of  literary  beauty  or  high 
moral  tone  should  be  taught  as  an  important  part  of  the 
work  in  language.  Poems  descriptive  of  the  season  or 
bearing  upon  any  subject  discussed  in  the  composition 
work  will  add  interest  to  the  study. 

GERMAN 

C     Assignment 

Ear  Training — Train  the  pupil's  ear,  giving  him  a  vocabu- 
lary of  about  one  hundred  words — nouns,  adjectives,  conjunc- 
tions, adverbs,  interrogative  pronouns,  and  a  few  verbal  forms. 
Thorough  drill  of  the  German  vowels  and  consonants,  especially 
those  not  found  in  the  English  language. 

Select,  as  much  as  possible,  words  of  which  the  English 
cognates  are  Anglo-Saxon,  as  Haus,  Vater,  alt,  lang. 

Reading  and  Conversation — First,  reading  from  the  black- 
board. In  the  fifth  week  (or  earlier)  the  work  in  Nix's  Deutsches 
Schulbuch  is  to  be  begun.  Pages  1  to  21  are  to  be  read  during 
this  term,  also  lessons  75  to  95.  Easy  sentences — questions  and 
answers — are  to  be  selected  for  colloquial  exercises. 

Writing — Teach  the  alphabet.  The  words  of  the  vocabu- 
lary mentioned  should  now  be  written  on  the  blackboard  and 
copied  by  the  pupil.  Take  four  weeks  for  this  preparatory  work. 
After  this,  the  written  work  is  to  be  done  in  connection  with  the 
work  in  reading. 


FOURTH  GRADE  DIVISIONS  61 

B     Assignment 

Reading  and  Conversation — Nix's  Erstes  Deutsches  Schul- 
buch,  pages  22  to  48.  Also  lessons  96-117.  Conversation  chiefly 
in  connection  with  reading.  In  addition  to  the  matter  offered  by 
the  book,  the  names  of  objects  in  the  school-room,  their  color, 
form,  parts,  material,  and  use. 

Language  and  Grammar — The  noun,  its  gender  and  number. 
The  article  always  to  be  used  with  the  noun.  Use  personal 
pronouns  for  nouns. 

Translation — Oral  only,  and  always  in  connection  with 
reading. 

Written  Work — Words  and  sentences  selected  from  lessons 
96-117. 

A     Assignment 

Reading  and  Conversation — Nix's  Erstes  Deutsches  Schul- 
buch,  pages  48  to  67,  also  lessons  120  to  125.  In  addition  to  the 
reading-matter,  the  objects  found  in  the  child's  home — in  the 
parlor,  sitting-room,  bed-room,  kitchen,  etc. — are  to  be  discussed. 

Language  and  Grammar — See  second  term.  The  accusative 
singular  and  plural  of  nouns.  Haben,  sein,  werden,  and  weak 
verbs  in  the  present  indicative. 

Translation — See  second  term.  Ahn-Henn's  German  Gram- 
mar, Part  One,  may  be  used,  by  teachers  only,  as  a  supplementary 
book. 

Writing — Words  and  sentences  selected  from  lessons  120 
to  125. 

Dictation. 

WRITING 

Blackboard  writing 

Letters  analyzed 

Various  movement  drills 

Spencer's  Practical  Writing  Book  No.  4. 

ARITHMETIC 
C     Assignment 

Review  and  drill  upon  the  fundamental  operations,  addi- 
tion, subtraction,  multiplication  and  division  until  a  reasonable 
degree  of  accuracy  has  been  acquired.  Probably  four  to  six 
weeks  of  this  work  are  needed.  Use  rapid  mental  exercises. 

Develop  power  to  see  number  relations  and  to  give  results 
readily. 


62  FOURTH  GRADE  DIVISIONS 

Review  multiplication  table  as  taught  in  the  third  grade  and 
its  application  to  measurements ;  see  Rational  Arithmetic,  Part  I. 

In  exercises  in  measurements,  use  equipment  provided  for 
the  purpose. 

Fractional  work  of  the  third  grade  continued.  Special  at- 
tention given  to  recognition  of  fractional  parts,  commonly  used; 
1-2,  1-4,  3-4,  1-3,  2-3,  1-5,  2-5,  3-5,  etc. 

Recognize  ratio  and  tens  in  the  treatment  of  numbers. 
Counting  by  4,  8,  16,  10,  20,  40;  by  fractional  parts,  halves, 
fourths,  eighths,  thirds,  sixths,  twelfths,  etc. 

Reading  and  writing  numbers;  see  pages  116,  117. 

Multiplication  by  10,  100.  Gradual  increase  of  the  multiplier; 
see  pages  142,  143.  Emphasize  the  fact  that  the  multiplier  is  al- 
ways an  abstract  number  and  the  product  of  the  same  denomina- 
tion as  the  multiplicand. 

*Pages  120,  121. 

The  following  problems  are  transferred  from  the  C  and  B 
assignments  to  the  A  assignment:  Page  101,  3,  4,  5,  6,  7;  page 
104,  4,  5,  6,  7;  page  113,  14,  15;  page  119,  7,  8,  11,  6;  page  124, 
11;  page  125,  3,  8,  10;  page  130,  9,  10,  11;  page  131,  8,  9;  page 
151,  3,4,9;  page  152,  11. 

Short  division  continued.  In  division  carefully  distinguish 
between  the  two  forms;  concrete  dividend  and  divisor,  abstract 
quotient;  abstract  divisor,  concrete  dividend  and  quotient;  give 
simple  oral  problems  to  insure  accuracy  in  the  process. 

The  advance  work  in  arithmetic  will  be  selections  by  the 
teacher  on  pages  100-144,  with  such  additional  problems  as  may 
be  needed  for  drill  in  principles  embodied  in  these  pages.  Use 
every  opportunity  presented  by  the  school  environment  to  secure 
simple  and  practical  problems  in  measurement,  distance,  time,  etc. 

B     Assignment 

The  advance  work  of  the  Fourth  Grade  will  extend  to  page 
158  in  the  Rational  Arithmetic. 

The  analytic  study  of  60  based  on  the  dial,  and  36  based 
on  the  yard  may  be  used  in  oral  work;  see  outlines  prepared  for 
Fourth  Grade. 

*Give  area  of  floor,  walls,  blackboards,  etc.,  in  the  respec- 
tive school  rooms  and  make  scale  drawings  of  each.  Use  ap- 
proximate measurements. 

Make  sure  that  every  pupil  has  mastered  the  multiplication 
combinations  through  the  table  of  twelves. 

Use  multipliers  of  not  more  than  three  figures.  Introduce 
zero  into  the  multiplier  often. 


FOURTH  GRADE  DIVISIONS  63 

Gradually  increase  the  divisor.  Place  the  quotient  over  the 
dividend  in  long  division  as  indicated  in  the  Rational  Arith- 
metic. It  should  be  remembered  that  pupils  fail  in  long  divi- 
sion process  so  long  as  they  have  not  mastered  multiplication 
and  subtraction. 

Pupils  should  test  long  division  by  going  over  their  work 
carefully,  using  the  reverse  process  of  addition  for  each  subtrac- 
tion. 

To  insure  mastery  of  the  division  process,  after  the  process 
is  acquired,  give  problems  each  day  either  in  long  or  short  divi- 
sion during  the  remainder  of  the  term. 

A     Assignment 

Complete  any  unfinished  work  in  the  second  term's  assign- 
ment. Reading  and  writing  numbers  to  one  million,  with  many 
vacant  orders. 

Long  division  continued.  Divisor  limited  to  three  figures. 
Remainders  and  how  to  treat  them.  Proof. 

In  division,  carefully  distinguish  between  the  two  forms ; 
concrete  dividend  and  divisor,  abstract  quotient;  abstract  divisor, 
concrete  dividend  and  quotient ;  give  many  oral  problems  to 
insure  accuracy  in  the  process;  correct  the  written  work  care- 
fully. 

*Multiplication:  Use  of  twelve  and  one-half  as  indicated, 
see  page  178;  use  twelve  as  a  multiplier;  emphasize  the  fact  that 
the  multiplier  is  always  an  abstract  number  and  the  product  the 
same  denomination  as  the  multiplicand. 

*Fractions:  See  pages  158-165.  Pupils  should  learn  to  ob- 
jectify and  compare  the  common  fractional  quantities :  halves, 
fourths,  eighths;  thirds,  sixths,  and  twelfths.  This  should  be 
done  by  means  of  paper  folding  or  by  diagrams. 

*It  is  recommended  that  pupils  be  encouraged  to  make  orig- 
inal plans  for  school  gardens,  and  also  problems  based  upon 
them.  Use  every  opportunity  presented  by  the  school  environ- 
ment to  secure  simple,  practical  problems  in  measurement,  dis- 
tance, time,  etc. 

In  oral  work  give  some  time  to  the  analytic  study  of  36  and 
60,  based  on  measurement. 

The  assignment  covers  the  remaining  lessons  in  the  Rational 
Elementary  to  page  172. 

*Topics  starred  are  optional. 


64  FOURTH  GRADE  DIVISIONS 

HISTORY 

Every  building  is  now  provided  with  five  copies  of  Miss 
Tappan's  American  Hero  Stories.  Upon  this  book  the  following 
outline  of  work  is  based. 

C     Assignment 

The  Story  of  Columbus;  How  Magellan  found  his  Way 
around  the  World;  John  Smith,  the  Father  of  Virginia.  *Sam- 
ual  de  Champlain,  the  Founder  of  Quebec;  Miles  Standish, 
Commander-in-Chief  of  the  Pilgrims. 

B     Assignment 

William  Penn,  Who  Founded  Pennsylvania;  *Peter  Stuyve- 
sant,  Last  Dutch  Governor  of  New  York.  The  First  Day  of  the 
Revolution;  George  Washington,  the  Young  Soldier  and  A 
Christmas  Surprise. 

A     Assignment 

George  Rogers  Clark,  Who  Gave  Three  States  to  the  Union ; 
John  Paul  Jones  and  his  Sea  Fights  for  America ;  *Daniel  Boone, 
The  Kentucky  Pioneer;  *Lewis  and  Clark,  Who  Showed  the  Way 
to  the  Pacific;  Oliver  Hazard  Perry,  Who  Captured  a  British 
Fleet;  Abraham  Lincoln,  Pioneer  and  President. 

Starred  subjects  may  be  considered  as  optional.  Should  any 
school  be  able  to  go  beyond  the  assignment,  any  additional 
stories  may  be  selected  by  teacher. 

The  assignment  as  outlined  above  is  intended  for  schools 
having  a  single  Division  of  the  Fourth  Grade.  In  schools  hav- 
ing two  Divisions,  the  work  of  the  lower  should  be  given  unless 
the  upper  Division  has  already  done  this  work  in  a  previous 
term,  in  which  case  the  work  of  the  upper  Division  should  be 
given.  Should  this  at  any  time  lead  to  repetition  of  work  by  an 
entire  Division,  such  stories  may  be  selected  from  the  unas- 
signed  portions  of  the  book  as  will  bring  to  the  pupils  fresh  and 
interesting  material.  In  all  cases  the  entire  school  should  work 
together  in  History. 

GEOGRAPHY 
C     Assignment 

Natural  Elementary  Geography :  Redway  and  Hinman.  Les- 
sons: 2,  3,  4,  5,  6,  7,  *8,  *9,  10,  11,  *12,  13,  14,  15. 

B     Assignment 

Lessons:  16,  *17,  18,  19,  20,  21,  22,  *23,  *24,  *25,  26,  27,  28, 
29,  30. 


FOURTH  GRADE  DIVISIONS  65 

A     Assignment 

Lessons:  31,  32,  33,  34,  35,  36,  37. 
*Topics  starred  are  optional. 

MUSIC 

Classes  consisting  of  one  division  will  take  the  regular  as- 
signment for  such  division. 

C  and  B  division  classes  will  take  C  assignment 

B  and  A       "  "        "      "      B 

A  and  C       "  "        "       "      B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text-book  occurs,  in  which 
case,  take  the  C  assignment  of  the  upper  grade. 

Do  not  confine  the  teaching  of  part  songs  to  the  melody 
only.  All  the  parts  of  a  part  song  should  be  taught  in  order  to 
convey  the  proper  impression  harmonically  as  well  as  melodi- 
cally.  Patriotic  songs  should  be  sung  in  unison. 

In  two-part  work  do  not  allow  one  part  to  sing  the  alto 
always — alternate  the  parts.  Commence  each  outline  on  the 
first  of  the  month. 

Pitch  pipes  must  be  used  in  giving  keys  for  all  songs  and 
exercises.  Please  place  key  signatures  for  the  nine  common 
keys  on  the  board,  also  the  modulator  found  on  page  15  of  the 
Handbook  used  in  the  second  grade.  The  above  to  be  kept  on 
the  board  throughout  the  year.  Use  modulator  for  interval 
work  daily. 

Memorize  "America"  and  "God  Guard  Columbia." 

C    Assignment 

MELODIC  SECOND  READER 

Reference,  Manual,  "Music  in  the  Grades" 

First  Month 

Divided  Beat,  page  77  exercises  127-128 
page  84  exercise  146 
page  90  exercise  167 
Song,  page  78. 
Dotted  Note,  page  100  exercises  186-187-188 

page  105  exercise  203. 
Song,  page  100. 


66  FOURTH  GRADE  DIVISIONS 

Second  Month 

Sharp  Four,  page  79  exercises  131-132-133 
page  85  exercise  149 
page  102  exercises  191-192-193. 
Song,  page  79. 
Harmonic  Minor,  page  80  exercises  136-137-138 

page  86  exercises  152-153-154-155-156 
page  92  exercises  178-179-180 
page  114  exercises  226-227-228. 
Song,  page  92. 

Third  Month 

Flat  Seven,  page  108  exercises  205-206-207 
page  114  exercises  221-222-223. 

Song,  page  112. 
Triplet  page,  109  exercise  215 

Song,  pages  83  and  104. 
Strengthen  Problems  previously  taught. 
Teach  at  least  one  song  a  month. 

B     Assignment 

First  Month 

Divided  Beat,  page  87  exercise  129 
page  84  exercise  148 
page  90  exercise  168. 
Song,  page  84. 

Dotted  Note,  page  100  exercise  189 
page  105  exercise  204. 
Song,  page  105. 

Second  Month 

Sharp  Four,  page  79  exercise  134 
page  85  exercise  150 
page  102  exercise  194. 
Song,  page  19. 

Harmonic  Minor,  page  80  exercise  139 
page  86  exercise  157 
page  92  exercise  181 
page  114  exercise  229. 
Song,  101. 

Third  Month 

Flat  Seven,  page  108  exercise  208 
page  114  exercise  224. 
Song,  page  112. 


FOURTH  GRADE  DIVISIONS  67 

Triplet,  page  109  exercise  216 

page  125  exercise  246 

page  126  exercise  251. 
Two- Voice  Exercises,  page  134  exercises  260-261. 

Song,  page  117. 
Teach  at  least  one  song  a  month. 

A     Assignment 
First  Month 

Divided  Beat,  page  77  exercise  130 
page  84  exercise  147 
page  90  exercise  169. 
Song,  page  90. 

Dotted  Note,  page  100  exercise  190 
page  105  exercise  204. 
Song,  page  105. 

Second  Month 

Sharp  Four,  page  79  exercise  135 
page  85  exercise  151 
page  102  exercise  193. 
Song,  page  79. 

Harmonic  Minor,  page  80  exercise  140 
page  86  exercise  158 
page  92  exercise  182 
page  114  exercise  229. 
Song,  page  102. 

Third  Month 

Flat  Seven,  page  108  exercise  209 
page  114  exercise  225. 
Song,  page  112. 
Triplet,  page  130  exercise  253. 
Two- Voice  Exercises,  page  87  exercise  163 

page  134  exercises  260-261. 
Songs,  pages  107-135. 
Teach  at  least  one  song  a  month. 

DRAWING  AND  APPLIED  ART 

Fall 

Draw  simple  fall  flowers  and  bright-colored  vegetables. 
Suggestions:  Book  1,  pages  15,  18,  19;  Book  2,  pages  18,  19; 
Book  3,  pages  15,  18,  23;  Book  4,  pages  20,  24,  27.  Crayon  and 
water  colors. 


68  FOURTH  GRADE  DIVISIONS 

Draw  branches  of  fruit.  Suggestions:  Book  2,  page  22; 
Book  3,  pages  19,  20;  Book  4,  page  20.  Crayon  and  water  color. 

Make  units  of  design  from  plant  forms.  Suggestions :  Book 
6,  pages  86,  87;  Book  4,  pages  89,  90;  Book  1,  page  58. 

Design  borders  from  plant  forms.  Suggestions :  Book  6, 
pages  73,  87;  Book  1,  page  58.  Blotter  or  book  marker. 

Winter 
December 

Construction  and  applied  design — Blotter-pads. 

January 

Draw  with  pencil  or  crayon  objects  in  different  positions. 
In  outline.  Suggestions :  Book  5,  pages  53,  54,  55,  57. 

Draw  with  pencil  or  crayon  groups  of  objects.  In  outline. 
Suggestions :  Book  5,  pages  49,  56 ;  Book  6,  page  46. 

Object-drawing — Crayon  mass.  Suggestions :  Book  4, 
pages  50,  55,  56,  59,  60 ;  Book  5,  page  44 ;  Book  6,  pages  43,  48. 

February 

Draw  winter  trees.  Suggestions:  Book  1,  page  11;  Book 
2,  page  7 ;  Book  4,  page  6 ;  Book  5,  page  26. 

Winter  landscapes — Brush  or  crayon.  Use  as  a  background 
for  illustrative  work.  Suggestions:  Book  1,  page  11;  Book  2, 
pages,  11,  27;  Book  3,  page  9;  Book  4,  pages  8,  9,  10. 

Spring 

Lettering.    Suggestions :    Book  4,  pages  74,  75.      Signs. 
Twigs  and  flowers.    Crayons,  water-colors.    Suggestions :    Book 
1,  pages  22,  23,  25;  Book  2,  pages  15,  23;  Book  3,  pages  22,  23, 
24,  25.     Book  4,  pages  21,  52;  Book  6,  pages  17,  20,  21 ;  Book  7, 
pages  19,  27. 

Make  a  pen-wiper. 

PHYSICAL  TRAINING 

C     Assignment 
Lessons  I  to  VI  inclusive. 
Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each  lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 


FOURTH  GRADE  DIVISIONS  69 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Games  to  be  chosen  from  syllabus  of  games. 

Note — Whenever  possible,  conduct  all  gymnastics  and  games 
in  the  halls,  assembly  room  or  playground. 

If  the  playground  is  used  about  half  time  should  be  given  to 
games.  Here  it  is  essential  to  take  only  the  corrective  exer- 
cises, which  are  on  the  front  of  the  card. 

Where  the  work  must  be  taken  in  the  classroom,  one  or  two  les- 
sons a  week  should  be  spent  on  games. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


FIFTH  GRADE  DIVISIONS 


READING 
For  English  and  German  Pupils — Text-Book 

I  Part  II  of  the  Progressive  Fourth  Reader  contains  forty  les- 

sons of  well  selected  reading  matter.  These  lessons  should 
be  studied  for  their  subject  matter,  their  words,  their  au- 
thors, their  beautiful  expressions,  in  short,  as  thoroughly  as 
the  minds  of  pupils  can  study  them.  The  reading  should  be 
expressive  of  the  thought  and  feeling  contained  in  the  selec- 
tion. 

Teach  the  children  the  proper  use  of  the  voice — how  to  ex- 
pel the  air  column  to  produce  a  pure,  strong  tone  without  tiring 
the  muscles  of  the  throat. 

II  The  following  General  order  should  be  observed  in  taking  up 
these  lessons : 

During  the  fall  term  read  the  three  groups — Anecdotes  of 
Boys  who  become  Great  Men,  omitting  lesson  VI. 

Readings  from  Whittier. 

Readings  from  Hawthorne. 

Associate  with  lesson  1,  lesson  26. 

During  the  winter  term  read  Short  Readings  from  Great 
Writers,  and  lessons  34,  35,  36  and  37  from  Historical  and  Patri- 
otic Selections. 

During  the  spring  term  read  Readings  from  Two  Great 
Poets  of  Nature,  Nature  Studies,  Short  Poems,  and  lessons  6,  38, 
39,  and  40. 

This  order  is  an  attempt  to  fit  the  subject  matter  of  these 
lessons  to  the  appropriate  season.  Teachers  should  carry  this 
idea  farther  when  possible  by  arranging  to  have  certain  lessons 
on  certain  days  as  Washington,  on  February  22nd;  Boyhood  of 
General  Grant,  on  April  27th ;  The  Corn  Song,  on  Thanksgiving 
Day,  etc. 

III  In  addition  to  the  regular  reading  lesson  attention  should 
be  given  to  the  Principles  of  Reading  found  as  introductory  mat- 
ter, pages  5  to  11.    In  this  connection  we  wish  to  emphasize  the 
importance  of  persistent  drill  under  helpful  criticism.     Children 
should  read  good  selections  many  times,  but    each    time    better 
than  the  preceding.     This  gives  the  advantage  of  drill  in  good 
English,  which  is  stored  up  as  an  automatic  power  in  the  speech 
organs. 


FIFTH  GRADE  DIVISIONS  71 

SUPPLEMENTARY   READING 

Supplementary  Reading  has  a  slightly  different  point  of  view 
from  the  work  in  the  regular  reader.  The  drill  feature  should  be 
almost  wholly  eliminated.  Children  should  read  for  the  joy  of  it. 
They  should  be  helped  through  hard  places  by  the  teacher  with 
as  little  interruption  in  the  thought  as  possible. 

SPELLING 

Two  words  are  to  be  made  prominent  in  each  lesson. 
Their  pronunciation,  division  into  syllables,  derivation,  phonetic 
properties,  oral  and  written  spelling  and  meaning,  are  all  to  be 
made  clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
the  antonym ;  by  illustration  with  object,  action  or  drawing,  and 
by  etymology. 

Each  lesson  should  have  also  from  eight  to  twenty  subordi- 
nate words  taken  from  the  text-book  or  composition  exercises. 
Systematic  review  each  Monday  should  be  made  of  the  prominent 
words  taught  in  this  and  in  the  lower  grades.  Frequent  supple- 
mentary dictation,  word-building  and  phonic  exercises  should  be 
given.  Spell  much  orally.  In  oral  spelling  indicate  syllables 
usually  in  one  of  these  ways : 

By  slight  pauses 

By  pronunciation  of  syllables 

By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  III,  lessons  1  to  60  inclu- 
sive; supplementary  exercises,  1  to  11  inclusive. 

B     Assignment 

Champion  Spelling  Book,  Section  III,  lessons  61  to  120;  sup- 
plementary exercises  12  to  23  inclusive. 

A     Assignment 

Champion  Spelling  Book,  Section  III,  lessons  121  to  160  in- 
clusive; Annual  Spelling  Contest,  I,  II  and  III. 


72  FIFTH  GRADE  DIVISIONS 

LANGUAGE  AND  COMPOSITION 

LANGUAGE 
All  Divisions 

Habits  of  correct  speech  must  be  formed  by  daily  practice 
and  exercises  for  the  correction  of  common  errors  should  be 
given  daily. 

Oral  practice  upon  the  correct  forms  of  verbs  commonly 
used,  as  "I  see  it  now,"  "I  saw  it  yesterday,"  "I  have  seen  it  many 
times."  Oral  practice  upon  the  correct  forms  of  pronouns  com- 
monly used,  as,  "It  is  I,"  "Is  it  she?"  "Is  it  he?" 

C     Assignment 

Use  of  capitals,  the  period,  the  interrogation  point,  the  com- 
ma (to  separate  the  word,  "Yes"  or  "No,"  from  the  statement 
which  follows  it ;  to  separate  words  used  in  a  series ;  to  separate 
the  name  of  the  person  addressed  from  the  rest  of  the  sentence), 
the  apostrophe  and  quotation  marks. 

Common  abbreviations,  Rev.,  M.  D.,  Col.,  Capt.,  Gen.,  Co. 

Practice  in  use  of  correct  forms  of  verbs,  see,  do,  write,  sit, 
run,  eat,  know,  teach. 

Plurals — man,  woman,  child,  berry,  lily,  loaf,  shelf. 

Possessives,  singular  and  plural — man,  child,  woman,  girl, 
boy,  dove,  fly,  bee. 

Dictation  exercises. 

B     Assignment 

Use  of  capitals,  period,  interrogation  point,  the  comma  (to 
separate  a  word  from  the  word  which  it  explains,  to  separate  an 
unbroken  direct  quotation  from  the  preceding  words  in  a  sen- 
tence, to  separate  an  unbroken  direct  quotation  from  words  fol- 
lowing it  in  the  sentence),  the  apostrophe  and  quotation  marks. 

Common  abbreviations,  Gov.,  Esq.,  Hon.,  Supt,  Pres. 

Plurals — country,  lady,  cherry,  leaf,  wolf,  half,  mouse,  sheep. 

Possessives,  singular  and  plural. 

Practice  in  use  of  correct  forms  of  verbs — throw,  draw,  fly, 
bring,  blow,  grow,  burst,  lie  (to  recline),  give. 

Dictation  exercises. 

A     Assignment 

Use  of  capitals,  the  period,  the  interrogation  point,  the  com- 
ma (to  separate  the  parts  of  a  broken  quotation  from  words  not 
quoted),  the  apostrophe  and  quotation  marks. 

Plurals  and  possessives. 

Common  abbreviations. 


FIFTH  GRADE  DIVISIONS  73 

Practice  in  use  of  correct  forms  of  verbs,  rise,  buy,  lay,  take, 

shine,  begin,  come,  sing. 
Dictation  exercises. 

C     Assignment 
COMPOSITION 

Oral  and  written  composition  based  upon : 

(1)  Personal  observation  of  fall  flowers,  changes  in  trees, 

dissemination  of  seeds,  migration  of  birds 

(2)  Personal  experiences,  games  and  work 

(3)  Stories  read  or  told. 
Letter  Writing 

Simple,  friendly  letters. 

Correctness  of  form,  of  spelling  and  punctuation  must  be  in- 
sisted upon. 
Conversation  and  Discussion 

Courage,  truth,  unselfishness,  duty  to  parents. 
Memorizing  of  Poems  and  Selections  from  Poems 

Poems  or  selections  from  poems  of  literary  beauty  and  high 
moral  tone  should  be  taught  as  an  important  part  of  the 
work  in  language. 

Poems  descriptive  of  the  season  will  add  interest  to  the 
study. 

B     Assignment 
Oral  and  Written  Composition  based  upon : 

(1)  Personal  observation  of  birds,  trees,  snow,  ice,  clouds 

(2)  Personal  experience,  games  and  work 

(3)  Stories  read  or  told. 
Letter  Writing 

Simple,  friendly  letters. 

Correctness  of  form,  of  spelling   and   punctuation    must   be 

insisted  upon. 
Conversation  and  Discussion 

Respect  for  the  aged,  care  of  public  property,  patriotism. 
Memorizing  of  poems  and  selections  from  poems. 

A     Assignment 
Oral  and  written  compositions  based  upon: 

(1)  Personal  observation  of  trees,  leaves  and  flowers 

(2)  Personal  experiences,  games  and  work 

(3)  Stories  read  or  told. 

Letter  Writing,  as  in  A  and  B  Assignments 
Conversation  and  Discussion 

Good  manners,  kindness  to  animals. 

Memorizing  of  poems  or  selections  from  poems. 


74  FIFTH  GRADE  DIVISIONS 

GERMAN 

Lessons  marked  *  are  not  to  be  taken  by  weak  classes. 
C     Assignment 

Reading  and  Conversation — Nix's  Erstes  Deutsches  Schul- 
buch,  lessons  52,  55,  58,  61,  64,  67,  70,  73,  126*,  129,  132,  135,  138, 
142,  145,  149*,  155,  160*.  Drittes  Lesebuch,  Eclectic  Series,  les- 
sons 1,  30*,  50,  56,  32*.  Lesson  1  to  be  memorized. 

Talk  about  objects  in  the  school-room,  the  school-building, 
and  the  yard  or  garden  surrounding  it.  The  teacher  and  the  pu- 
pil. Correct  use  of  personal  pronouns.  A  room  in  the  city;  in 
the  country.  (Walther's  pictures,  plates  I  and  II.) 

Language  and  Grammar — Strong  declension  of  nouns  of  I, 
and  II,  classes  with  the  definite  article  and  the  pronouns  declined 
like  the  definite  article.  Application  of  cases  in  sentences.  Con- 
jugation of  haben. 

Translation — Oral  and  written.  Chiefly  in  connection  with 
reading.  Teacher's  supplementary  book,  Ahn-Henn,  Part  II. 

Composition — Easy  sentences  about  topics  of  conversation. 

B     Assignment 

Reading — Nix's  Erstes  Deutsches  Schulbuch,  lessons  53,  56, 

59,  62,  65,  68,  71,  74,  127,  130,  133,  136,  140,  143,  146,  150*,  157*, 
161*.    Drittes  Lesebuch,  Eclectic  Series,  lessons  9,  10,  27*,  20,  6. 
Lesson  20  to  be  memorized. 

Object-Lessons  and  Conversation — The  home  of  the  child; 
the  family — father,  mother,  grandparents,  brothers  and  sisters, 
relatives,  friends,  acquaintances,  servants.  Life  in  the  city;  in 
the  country.  Furniture  in  the  house ;  kitchen  utensils  and  their 
uses.  (Walther's  pictures,  plates  III  to  VI.) 

Language  and  Grammar — Strong  declension  of  nouns,  III, 
class,  conjugation  of  sein.  Normal  and  inverted  order  of  words 
in  simple  sentences. 

Translation — Oral  and  written,  based  upon  reading  and  ob- 
ject-lessons. Apply  the  grammatical  forms  learned.  Ahn-Henn, 
see  first  term. 

Composition — See  C  Assignment. 

A     Assignment 

Reading — Nix's  Erstes  Deutsches  Schulbuch,  lessons  54,  57, 

60,  63,  66,  69,  72,  128,  131,  134,  137,  141*,  144*,  147,  151*.  Drittes 
Lesebuch,  Eclectic  Series,  lessons  12,  28,  39,  7*,  24,  33.     Lesson 
33  to  be  memorized. 


FIFTH  GRADE  DIVISIONS  75 

Object-Lessons  and  Conversation — The  child's  home  contin- 
ued— living-room,  bed-room,  parlor,  kitchen,  cellar — use  of  these 
apartments.  The  yard,  the  barn,  the  stable.  The  garden  in 
spring,  in  autumn.  Implements  used  in  gardening.  (Walther's 
pictures,  plates  VII  to  XL) 

Language  and  Grammar — Conjugation  of  weak  verb,  indica- 
tive active.  The  simple  sentence:  subject  and  predicate. 

Translation — See  B  Assignment. 

Composition — See  C  Assignment. 

WRITING 

Blackboard  writing 
Regular  movement  drills 
Carefully  conducted  speed  tests 
Spencer's  Practical  Writing  Book  No.  5. 

ARITHMETIC 
C     Assignment 

Fundamental  operations  reviewed  to  secure  rapidity  and 
accuracy. 

Review  notation  and  numeration  to  millions  with  many 
vacant  orders. 

Review  fractional  parts  of  one  hundred,  halves,  fourths, 
eighths,  and  thirds. 

Review  fractions;  in  addition  and  subtraction,  fractions 
having  the  same  denominator  used  first.  Second,  fractions  one 
of  whose  denominator  is  a  multiple  of  the  other.  Teach  frac- 
tions whose  common  denominator  can  easily  be  found  by  inspec- 
tion. All  fractional  work  in  its  initial  stages  taught  by  the  use  of 
diagrams.  Pages  80,  81,  82. 

Frequent  exercises  in  the  use  of  denominate  numbers  to  pro- 
mote facility  in  the  use  of  the  multiplication  table.  Reductions 
only. 

Scale  drawing,  square  measure. 

Form  study. 

The  assignment  covers  the  first  31  pages  of  the  Rational 
Arithmetic. 

B     Assignment 

The  B  Assignment  in  Arithmetic  extends  to  page  71  in  Ra- 
tional Arithmetic. 

In  fractions,  pupils  should  specialize  within  the  limit  of  text 
in  the  following  processes  until  they  are  skillful  in  their  use : 

Reduction  of  integers  and  mixed  numbers  to  fractions 


76  FIFTH  GRADE  DIVISIONS 

Reduction  of  improper  fractions  to  integers  or  mixed  num- 
bers 

Addition  and  subtraction  of  mixed  numbers 
Reduction  of  fractions  to  higher  or  lower  terms 
The  work  of  this  last  topic  should  be  especially  thorough, 
as  addition,  subtraction  and  division  of  fractions  usually  in- 
volve one  or  both  processes. 

Denominate  numbers.  The  work  here  outlined  should  be 
extended  to  cover  all  the  tables  of  denominate  numbers  in  the 
text. 

In  area  make  frequent  use  of  the  diagram  in  order  that  the 
pupil  may  understand  the  meaning  of  the  process.  Teach  the 
square  inch,  foot,  etc.,  as  the  unit  of  measure  in  area ;  the  cubic 
inch,  foot  or  yard  in  volume. 

Pupils  should  be  led  to  see  that  reduction  of  denominate 
numbers  ascending  or  descending  is  analogous  to  reducing  frac- 
tions to  lower  and  higher  terms. 

Oral  and  mental  arithmetic  should  be  given  daily  in  abstract 
and  concrete  problems. 

The  assignment  includes  business  applications,  form  study 
and  problems  in  measurement  within  the  limit  assigned. 

A     Assignment 

Give  special  attention  to  reading  and  writing  numbers  to 
millions;  in  decimal  notation,  tenths,  hundredths,  and  thou- 
sandths. 

*Unify  the  work  in  area  with  the  plans  for  school  and  home 
gardens ;  utilize  every  opportunity  for  basing  problems  upon 
real  conditions. 

Give  special  attention  to  addition,  subtraction,  and  multipli- 
cation and  *division  of  decimal  fractions. 

Emphasize  the  use  of  the  common  aliquot  parts  of  one  hun- 
dred and  their  decimal  equivalents. 

Drill  thoroughly  on  tables  in  denominate  numbers. 

In  the  written  work  require  careful  arrangement,  brief,  ac- 
curate statements  as  well  as  results. 

Give  attention  to  multiplication  and  *simple  division  of  com- 
mon fractions  in  this  term. 

The  advance  work  of  arithmetic  will  extend  to  page  95. 
*Pages  95-99. 

*Topics  starred  are  optional. 

Note — Freedom  is  given  in  the  use  of  problems  in  either  term's 
assignments  that  are  applicable  to  principles  being  taught 
in  any  other  term,  within  the  limit  of  the  Fifth  Grade 
work. 


FIFTH  GRADE  DIVISIONS  77 

HISTORY 
C     Assignment 

U.  S.  History,  12  weeks.  Text:  First  Book  in  American 
History,  Eggleston,  pp.  1-35.  Municipal  Civics,  3  weeks.  De- 
partment of  Public  Safety,  Department  of  Police.  See  Good  Cit- 
izenship, pp.  1-29  and  55-76. 

B     Assignment 

U.  S.  History,  9  weeks,  Eggleston,  pp.  *35-42,  42-67. 
Municipal  Civics,  3  weeks,  Department  of  Public  Safety,  Fire 
Department.  See  Good  Citizenship,  pp.  30-54  and  76-102. 

A     Assignment 

U.  S.  History,  9  weeks,  Eggleston,  pp.  *67-79,  79-101.  Mu- 
nicipal Civics,  3  weeks,  Department  of  Public  Service,  Depart- 
ment of  Parks,  of  Street  Cleaning,  of  Garbage,  and  of  Health. 
See  Good  Citizenship,  pp.  103-138  and  139-189. 

*  Topics  starred  are  optional. - 

Remarks — The  above  assignment  has  in  view. a  single  grade  in 
a  room.  Should  there  be  two  grades,  give  the  work  of  the 
lower  unless  that  would  lead  to  a  repetition  of  this  work 
by  the  upper  grade,  in  which  case  give  both  grades  the 
upper  work.  Should  any  other  complication  arise,  consult 
the  Supervisor  of  this  subject.  In  all  cases  the  school 
should  work  as  a  whole  in  History. 

GEOGRAPHY 
C     Assignment 

Natural  Elementary  Geography.  Lessons:  38,  39,  40,  Cor- 
relations and  Comparisons,  41,  42,  43,  44,  45,  35,  *47,  *48,  Corre- 
lations and  Comparisons. 

B     Assignment 

Lessons:  49,  50,  51,  52,  53,  54,  55,  56,  57,  58,  59,  60,  61,  *62, 
Correlations  and  Comparisons. 

A     Assignment 

Lessons:  63,  64,  65,  66,  67,  68,  69,  70,  *71,  *72,  Correlations 
and  Comparisons,  74,  64,  76,  *77,  *78,  *79,  *80,  *81,  *82,  *83, 
*84. 

*  Topics  starred  are  optional. 


78  FIFTH  GRADE  DIVISIONS 

MUSIC 

Classes  consisting-  of  one  division,  will  take  the  regular  as- 
signment for  such  division. 

C  and  B  division  classes  will  take  C  Assignment 
B  and  A  division  classes  will  take  B  Assignment 
A  and  C  division  classes  will  take  B  Assignment 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class,  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text  book  occurs,  in  which 
case,  take  the  C  Assignment  of  the  upper  grade. 

Do  not  confine  the  teaching  of  part  songs  to  the  melody 
only.  All  the  parts  of  a  part  song  should  be  taught  to  convey 
the  proper  impression  harmonically  as  well  as  melodically.  Pa- 
triotic songs  should  be  sung  in  unison.  Memorize  "America," 
"God  Guard  Columbia,"  "Columbia,  the  Gem  of  the  Ocean," 
"The  Star  Spangled  Banner,"  verses  1-4. 

Commence  each  outline  on  the  first  of  the  month.  Pitch 
pipes  must  be  used  in  giving  key  for  all  songs  and  exercises. 
Put  special  emphasis  on  tests  in  SIGHT  READING,  and  give 
drill  in  key  signatures  and  two-voice  work. 

C     Assignment 

MELODIC  THIRD  READER 

Reference,  Manual,  "Music  in  the  Grades." 

First  Month 
Divided  Beat,  page  14  exercise  2 

page  15  exercise,  Melody  in  Sight  Reading 
page  27  exercise  21 
page  91  exercise  112. 
Songs,  pages  4-6-15-30. 
Dotted  Note,  page  14  exercise  3 

page  35  exercises  33-34 
page  39  exercise,  Mozart 
Second  Month 

Chromatics,  page  19  exercises  11-12 
page  29  exercise  22 
page  39,  exercises  39  thro.  40 
page  52  exercise  52. 
Songs,  pages  12-18. 

Harmonic  Minor  Scale,  page  22  exercises  15-16-17 

page  31  exercises  26-27-28 
page  59  exercises  61-62-63 
page  66  exercise  77. 
Song,  page  31. 


FIFTH  GRADE  DIVISIONS  79 

Third  Month 

Two  Voice,  page  33  exercise  31 
page  37  exercise  37 
page  53  exercise  54 
Songs,  pages  23-63. 
Triplet,  page  53  exercises  57-58 

page  69  exercise  80. 
Teach  at  least  one  song  a  month. 

B  Assignment 
First  Month 

Divided  Beat,  page  14  exercise  2 
page  17  exercise  8 
page  27  exercise  21 
page  91  exercise  112. 
Songs,  pages  78-62-57. 
Dotted  Notes,  page  14  exercise  3 

page  35  exercises  33-34 
page  47  exercise  47. 
Song,  page  47. 

Second  Month 

Chromatics,  page  19  exercise  13 
page  29  exercise  23 
page  64  exercise  73 
page  52  exercise  52. 
Songs,  pages  73-50. 

Harmonic  Minor  Scale,  page  22  exercise  18 

page  31  exercise  29 
page  59  exercise  64. 
Song,  page  59. 

Third  Month 

Two- Voice,  page  23  exercise  19 
page  32  Solfeggio 
page  46  exercise  46 
page  85  exercise  105. 
Songs,  pages  52-65-34. 
Triplet,  page  53  exercises  57-58 

page  59  exercise  80. 
Song,  page  77. 
Teach  at  least  one  song  a  month. 


80  FIFTH  GRADE  DIVISIONS 

A     Assignment 

First  Month 

Divided  Beat,  page  14  exercise  2 
page  17  exercise  9 
page  27  exercise  21 
page  91  exercise  112. 
Song,  page  28,  "The  Moon." 
Dotted  Note,  page  14  exercise  3 

page  35  exercise  33-34 
page  47  exercise  48. 

Second  Month 

Chromatics,  page  19  exercise  14 

page  29  exercise  23 

page  64  exercise  74 

page  52  exercise  52. 

Song,  page  58. 

Harmonic  Minor  Scale,  page  22  exercise  18 

page  31  exercise  30 
page  59  exercise  64. 
Song,  page  66. 

Third  Month 

Two- Voice,  page  23  exercise  19 

page  32  exercise  Solfeggio 
page  46  exercise  46 
page  85  exercise  104. 
Triplet,  page  53  exercise  57 

page  77  exercise  89. 
Song,  page  26. 
Teach  at  least  one  song  a  month. 

DRAWING  AND  APPLIED  ART 
Fall 

Draw  flowers,  fruit,  seed-pods.  Crayon  or  brush.  Sugges- 
tions: Book  5,  pages  17,  22,  24,  25,  26;  Book  6,  pages  17,  18,  19, 
20,  22,  23 ;  Book  7,  pages  19,  20,  22,  23. 

Make  units  of  design  from  plant  forms.  Suggestions :  Book 
5,  pages  86,  90;  Book  6,  pages  67,  73,  75,  85,  86,  87,  92;  Book  7, 
pages  22,  99,  115,  116. 

Make  a  cover  for  a  quotation-book.  Use  a  border  as  deco- 
ration. 


FIFTH  GRADE  DIVISIONS  81 

Winter 
December 
Construct  a  simple  object. 

January  and  February 

Draw  with  crayon  or  pencil  objects  in  different  positions. 
In  outline.  Suggestions:  Book  5,  pages  53,  54,  55,  57. 

Draw  with  crayon  or  pencil  groups  of  objects.  In  outline. 
Suggestions:  Book  5,  pages  49,  56;  Book  6,  page  46.  Outline 
drawings  may  be  finished  with  brush  and  ink.  Suggestions: 
Book  7,  pages  48,  49. 

Object  drawing.  Crayon  mass.  Suggestions:  Book  4, 
page  50 ;  Book  5,  page  44 ;  Book  6,  pages  43,  48. 

Spring 
March 

Lettering.  Suggestions:  Book  5,  pages  69,  70;  Book  4, 
pages  74,  75.  Make  a  book-cover,  signs,  etc. 

April  and  May 

Draw  birds.  Suggestions :  Book  6,  page  38 ;  Book  5,  page  32. 

Draw  boats.  Suggestions:  Book  6,  page  10;  Book  5,  page  9. 

Trees,  twigs,  and  flowers.  Crayon  or  brush.  Suggestions: 
Book  5,  pages  17,  19,  21,  22,  26;  Book  6,  pages  17,  20,  21,  26,  86; 
Book  7,  pages  19,  25,  27. 

MANUAL  TRAINING 
KNIFEWORK— BOYS 

Equipment 

Knife,  square,  rule,  compass,  awl. 
Drawing 

Working   drawing   and   sketching   in   connection   with   the 

projects  constructed. 
Design 

Applied  in  outline,  surface  decoration  and  color. 

C     Assignment 
Envelope,  garden  label,  puzzle,  pencil  sharpener. 

B     Assignment 
Yarn  winder,  dough  spade,  pen  rack. 

A     Assignment 

Photograph  stand,  note  file,  boat. 
Parallel  and  supplementary  lessons  are  planned. 


82  FIFTH  GRADE  DIVISIONS 

SEWING— GIRLS 
C     Assignment 
Sewing  Bag 

Some  study  of  textiles,  warp  and  woof  threads,  selvedges. 

The  story  of  the  flax. 

Measurements :    Y^  yd.  ^4  m-  /4  m-  /^  in. 

Stitches :     Basting,   overhanding,  hemming,   running,   back, 

outline. 

Printing:     The  initials  of  the  pupil. 

Suggestions  for  Christmas :     Make  a  small  bag  of  ribbon  or 

silk. 

B     Assignment 

Flannel  Skirt 

Measurements:  Each  pupil  is  measured  by  another  pupil 
for  length  of  skirt  and  band.  Directions  for  cutting  are  to 
be  given  the  class,  after  which,  each  girl  cuts  her  own  skirt. 
New  stitches :  Gathering,  catch  stitch,  feather  stitch,  button 
hole. 

A     Assignment 

Flannel  Skirt 

The  skirt  should  be  finished  by  the  middle  of  April. 
Mending 

Patches :     Hem,  overhand,  catch  stitch. 
Darning. 


PHYSICAL  TRAINING 
C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 
Games  as  contained  in  syllabus  of  games. 


FIFTH  GRADE  DIVISIONS  83 

Note — Whenever  possible,  conduct  all  gymnastics  and  games  in 
the  halls,  assembly  room  or  playground.  If  the  play- 
ground is  used,  about  half  time  should  be  given  games. 
Here  it  is  essential,  to  take  only  the  corrective  exercises 
which  are  on  the  front  of  the  card.  Where  the  work  must 
be  taken  in  the  classroom,  one  or  two  lessons  a  week 
should  be  spent  on  games. 

PHYSIOLOGY  AND  HYGIENE 
See  special  syllabus  of  physiology  and  hygiene. 


SIXTH  GRADE  DIVISIONS 


SPELLING 

Two  words  are  made  prominent  in  each  lesson.  Their  pro- 
nunciation, division  into  syllables,  derivation,  phonetic  proper- 
ties, oral  and  written  spelling  and  meaning,  are  all  to  be  made 
clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
the  antonym;  by  illustration  with  object,  action  or  drawing,  and 
by  etymology. 

Each  lesson  should  have  also  from  eight   to   twenty   subor- 
dinate    words     taken     from     the     text-book     or     composition 
exercises.       Systematic     review      each      Monday      should      be 
made  of  the  prominent  words  taught  in  this  and  in  the  lower 
grades.     Frequent  supplementary  dictation,  word-building  and 
phonic  exercises  should  be  given.     Spell  much  orally.     In  oral 
spelling  indicate  syllables  usually  in  one  of  these  ways : 
By  slight  pauses 
By  pronunciation  of  syllables 
By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  IV,  lessons  1  to  60  in- 
clusive; supplementary  exercises,  1  to  12  inclusive. 

B     Assignment 

Champion  Spelling  Book,  Section  IV,  lessons  61  to  120  in- 
clusive; supplementary  exercises  13  to  25  inclusive. 

A     Assignment 

Champion  Spelling  Book,  Section  IV,  lessons  121  to  160  in- 
clusive; Annual  Spelling  Contest,  I,  II,  III,  and  IV. 

LANGUAGE  AND  COMPOSITION 

C     Assignment 

LANGUAGE 

Capitalization  ,punctuation,  language,  formation  of  plurals 
and  possessives. 


SIXTH  GRADE  DIVISIONS  85 

Subject,  predicate,  noun,  pronoun,  classification  of  sentences. 
Daily  exercise  in  writing  from  dictation. 
Daily  oral  practice   upon   correct   forms   of  verbs   and  pro- 
nouns commonly  used. 

COMPOSITION 
Oral  and  written  compositions  based  upon: 

1  PERSONAL    OBSERVATION 

Fall — Changes  in  trees,  dissemination  of  seeds,  migration  of 

birds. 

Winter — Snow,  ice,  clouds,  birds,  trees 
Spring — Birds  and  their  nests. 

2  PERSONAL  EXPERIENCE 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Informal,  friendly  letters 

Letters  of  courtesy 

Correctness  of  form,  of  spelling  and  punctuation  must  be 

insisted   upon. 

Conversation  and  Discussion 

Truth,  obedience,  duty  to  parents. 

Memorizing  of  poems 

Poems  or  selections  from  poems  of  literary  beauty  or  high 
moral  tone  should  be  taught  as  an  important  part  of  the 
work  in  language.  Poems  descriptive  of  the  season  or  bear- 
ing upon  any  subject  discussed  in  the  composition  work  will 
add  interest  to  the  study. 

B     Assignment 
LANGUAGE 

Capitalization,  punctuation,  formation  of  plurals  and  posses- 
sives. 

Verb,  adjective,  adverb,  preposition. 

Daily  oral  practice  upon  correct  forms  of  verbs  and  pro- 
nouns commonly  used. 

Daily  exercise  in  writing  from  dictation. 

COMPOSITION 
Oral  and  written  compositions  based  upon : 

1      PERSONAL  OBSERVATION 

Fall — Changes  in  trees,  dissemination  of  seeds,  migration  of 

birds 

Winter — Snow,  ice,  clouds,  birds,  trees 
Spring — Birds    and  their  nests. 


86  SIXTH  GRADE  DIVISIONS 

2  PERSONAL  EXPERIENCE 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Business  letters 

Practice    in    writing    applications    for    positions,    advertise- 
ments, answers  to  advertisements  and  mail  orders 
Correctness  of  form,  of  spelling  and  punctuation  must  be  in- 
sisted upon. 

Conversation  and  Discussion 

Faithfulness,  loyalty,  justice. 

Memorizing  of  poems  or  selections  from  poems. 

A     Assignment 
LANGUAGE 

Capitalization,  punctuation,  formation  of  plurals  and  posses- 
sives. 

Conjunction;  interjection.     Review  other  parts  of  speech. 

Daily  oral  practice  upon  correct  forms  of  verbs  and  pro- 
nouns commonly  used. 

Daily  exercise  in  writing  from  dictation. 

COMPOSITION 
Oral  and  written  compositions  based  upon : 

1  PERSONAL  OBSERVATION 

Fall — Changes  in  trees,  dissemination  of  seeds,  migration  of 

birds 

Winter — Snow,  ice,  clouds,  birds,  trees 

Spring — Birds  and  their  nests. 

2  PERSONAL  EXPERIENCE 

3  STORIES  READ  OR  TOLD 

Letter  Writing 

Informal,  friendly  letters 

Business  letters 

Letters  of  courtesy. 
Conversation  and  Discussion 

Respect  for  the  aged,  care  of  public  property,  good  manners. 
Memorizing  of  poems  or  selections  from  poems. 

GERMAN 
C     Assignment 

Reading — Drittes  Lesebuch,  Eclectic  Series.  For  careful 
reading  and  discussion,  lessons  2,  14,  25,  37,  46,  50,  52,  74,  77. 


SIXTH  GRADE  DIVISIONS  87 

For  rapid  reading,  lessons  18,  82,  85,  107,  113.  Lessons  52  and 
74  to  be  memorized. 

Object-Lessons  and  Conversation — Life  in  the  country 
compared  with  life  in  the  city.  The  village,  the  surrounding 
fields,  meadows,  pastures,  and  forests.  The  fields  in  spring, 
summer,  and  autumn.  Agricultural  implements.  (Walther's 
pictures,  plates  XII  to  XVI,  also  plate  XXIII.)  Discussion  of 
reading  matter. 

Language  and  Grammar — Review  of  conjugation  of  aux- 
iliary and  weak  verbs.  Conjugation  of  werden.  Weak  and 
mixed  declension  of  nouns.  Declension  of  nouns  with  indefinite 
article  and  pronouns  declined  like  it.  The  simple  sentence — 
subject,  predicate,  direct,  and  indirect  object. 

Translation — Oral  and  written.  Continued  application  of 
declensions  and  conjugations.  Supplementary  book  for  teachers, 
Ahn-Henn,  Part  Two. 

Composition — Writing  of  short  stories  and  descriptions, 
topics  to  be  taken  from  object-lessons  and  conversation  work. 

B     Assignment 

Reading — Drittes  Lesebuch,  Eclectic  Series.  For  careful 
reading  and  discussion,  lessons  11,  15,  21,  26,  40,  45,  55,  65,  66,  90. 
For  rapid  reading,  lessons  22,  60,  80,  93,  94.  Lessons  11  and  90 
to  be  memorized. 

Object-Lessons  and  Conversation — The  city;  life  in  the 
city — the  streets,  houses,  public  buildings,  churches,  bridges, 
stores,  factories,  depots,  etc.  The  market-place.  Life  in  the 
street,  transportation  of  people,  of  goods.  Erection  of  buildings. 
(Walther's  pictures,  plates  XVII  to  XXIV.) 

Language  and  Grammar — Weak,  strong,  and  mixed  declen- 
sion of  adjectives.  Arrangement  of  objective  and  adverbial  ele- 
ments in  the  sentence. 

Translation — Oral  and  written.     See  first  term. 

Composition — See  C  Assignment. 

A     Assignment 

Reading — Drittes  Lesebuch,  Eclectic  Series.  For  careful 
reading  and  discussion,  lessons  13,  19,  23,  34,  44,  48,  62,  67,  95, 
110.  For  rapid  reading,  lessons  16,  29,  57,  58,  69.  Lesson  67 
to  be  memorized. 

Object-Lessons  and  Conversation — The  water:  ocean, 
lakes,  rivers,  brooks,  springs.  Life  in  and  on  the  water.  The 
railroads.  Mail-service,  the  mail-coach.  The  forests — culture, 
use,  inhabitants.  (Walther's  pictures,  plates  XXII,  XXX, 
XXIV,  XXV,  XXVI.) 


SIXTH  GRADE  DIVISIONS 


Language  and  Grammar — Comparison  of  adjectives — reg- 
ular. Conjugation  of  strong  verbs,  indicative  active.  The  teacher 
may  follow  sections  231-232  of  Joynes-Meissner's  German  Gram- 
mar. 

Translation — See  C  Assignment. 

Composition — See  C  Assignment. 

WRITING 

Rapid  forearm  movement  exercises 
Speed  tests 

Uniformity  in  size,  slant  and  spacing 
Spencer's  Practical  Writing  Book  No.  6. 

ARITHMETIC 
C     Assignment 

Note — Mental  and  oral  arithmetic  should  be  given  daily  for  about 
one-fourth  of  the  recitation  period,  usually  preceding  the 
other  work.    It  should  have  a  fourfold  aim : 
To  keep  up  a  continuous  review  of  essential  processes  in 
order  to  insure  accuracy  and  facility 
To  introduce  new  principles  which  are  to  be  developed 
To  give  sufficient  drill  upon  principles  which  have  been  pre- 
sented to  the  class,  in  order  that  pupils  may  have  much  prac- 
tice and  become  skillful  in  their  use 

To    give    exercises    designed    to    control    large    numbers 
mentally 

Notation  and  numeration  of  integers. 
Teach  greatest  common  divisor  and  least  common  multiple. 

The  special  topics  assigned  for  the  first  term  will  be  com- 
mon and  decimal  fractions,  with  such  general  application  of 
fundamental  processes  as  are  indicated  within  the  limit  of  the 
assignment. 

The  advance  work  in  arithmetic  will  extend  from  page  99 
to  page  152  in  Rational  Arithmetic. 

Review  reduction,  addition,  subtraction  and  multiplication 
of  common  fractions. 

Give  many  problems  in  area  based  upon  measurement  of 
school  rooms,  halls,  school  buildings  and  school  yards. 
Dubbs'  Mental  as  needed. 

B     Assignment 

The  assignment  for  the  second  term  will  extend  to  page  187, 
division  of  fractions. 

The  special  topics  for  the  second  term  will  include  equa- 
tion, area,  volume  and  common  fractions. 


SIXTH  GRADE  DIVISIONS  89 

Area  compared  to  area  of  triangles. 

The  application  of  these  processes  will  give  frequent  oppor- 
tunity for  the  making  of  original  problems  by  the  pupils. 

Extend  the  work  in  fractions  and  sum  up  in  definitions, 
terms  and  processes  used. 

A     Assignment 

The  assignment  will  extend  to  page  212,  paragraph  82,  in 
Rational  Arithmetic.  Pages  213-223  are  to  be  omitted. 

The  study  of  percentage  within  the  limits  of  these  pages. 

Review  multiplication  and  division  of  decimal  fractions. 

Division  of  common  fractions,  pages  187-192. 

Give  special  attention  to  decimal  notation. 

Unify  work  in  area  and  volume  with  school  and  home  gar- 
dens. 

Special  attention  should  be  given  to  the  analysis  of  concrete 
fractional  examples  during  the  three  terms. 

Note — In  problems  requiring  several  operations  or  steps  it  is 
well  to  first  indicate  the  operations  by  means  of  signs. 

Dubbs'  Mental  (Complete)  Arithmetic  to  page  98.  Schools 
may  study  selections  on  other  pages  of  this  book  for  drill  in 
common  fractions. 

Dubbs'  Mental,  pages  163  to  167  inclusive,  for  drill  in  I 
case  of  percentage. 

*Topics  starred  are  optional. 

HISTORY 
C     Assignment 

U.  S.  History,  Text,  Eggleston,  pp.  102-133.  Also  story  of 
Gutenberg  and  the  Invention  of  Printing.  Municipal  Civics, 
Department  of  Public  Service :  Department  of  Health  and  Water 
Works. 

B     Assignment 

U.  S.  History,  Eggleston,  pp.  134-161 ;  also  invention  of 
steam  engine,  locomotive  and  sewing  machine.  Municipal 
Civics,  Mayor  and  Council. 

A     Assignment 

U.  S.  History,  Eggleston,  pp.  161-200.  Also  story  of  inven- 
tion of  electric  light  and  telephone.  Municipal  Civics,  Treasurer 
and  Auditor. 


90  SIXTH  GRADE  DIVISIONS 

GEOGRAPHY 
C     Assignment 

Natural  Advanced  Geography,  pp.  5-7,  23-25,  45-54,  omit- 
ting Climate,  55-57.  See  Carpenter's  North  America,  pp.  14- 
45,  62-65. 

Carpenter's  North  America,  pp.  9-14,  76-99. 

Special  attention  in  proper  relation  to  quarrying,  ship-build- 
ing and  shipping  and  the  manufacture  of  woolen  and  cotton 
goods. 

In  addition  to  Capital,  learn  one  or  two  important  cities  of 
each  state. 

B     Assignment 

Natural  Advanced  Geography,  from  page  66  to  Ohio  on 
page  72.  Ohio  Supplement  pp.  1-7,  including  first  column  on 
p.  7,  also  pp.  73  (Indiana)  to  83  inclusive. 

Special  attention  in  proper  relation  to  cotton  and  tobacco 
growing,  corn  and  wheat  raising,  milling,  stock  raising  and 
meat  packing,  lumbering,  coal  mining,  and  manufacture  of  iron. 

Carpenter's  North  America,  pp.  45-76,  99-235. 

Learn  Capital  and  one  or  two  of  the  principal  cities  of  each 
state. 

A     Assignment 

Natural  Advanced  Geography,  pp.  85-99. 
Make  study  of  Central  America  and  West  Indies  optional. 
Use  Bulletin,  pp.  III-IVB  as  reading  matter. 
Carpenter's  Europe,  235-352. 

Intensive  study  in  proper  relation  of  gold  and  silver  min- 
ing, fruit  growing  and  shipping,  and  fishing. 

Learn  in  addition  to  Capital,  one  or  two  cities  of  each  state. 

MUSIC 

Classes  consisting  of  one  division  will  take  the  regular 
assignment  for  such  division. 

C  and  B  division  classes  will  take  C  assignment 

B  and  A      "  "  "       "      B 

A  and  C      "  "  "      "      B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text  book  occurs,  in  which 
case,  take  the  C  assignment  of  the  upper  grade. 

Do  not  confine  the  teaching  of  part  songs    to    the .  melody 


SIXTH  GRADE  DIVISIONS  91 

only.  All  the  parts  of  a  part  song  should  be  taught  to  convey 
the  proper  impression  harmonically  as  well  as  melodically.  Pa- 
triotic songs  should  be  sung  in  unison.  Memorize  "America," 
"God  Guard  Columbia,"  "Columbia,  the  Gem  of  the  Ocean," 
"The  Star  Spangled  Banner,"  verses  1  and  4. 

The  Signatures  of  all  major  keys  should  be  memorized — 
together  with  their  relative  minors.  Commence  each  outline  on 
the  first  of  the  month.  Pitch  pipe  must  be  used  in  giving  key 
for  all  songs  and  exercises.  Put  special  emphasis  on  tests  in 
Sight  Reading  and  give  drill  in  key  signatures  and  three- 
voice  work. 

C     Assignment 

MELODIC  THIRD  READER 

Reference,  Manual,  "Music  in  the  Grades." 
First  Month 

Dotted  Note,  page  156  exercise  198 

Songs,  pages  105-162. 

Chromatics,  page  116  exercises  133  thro  136 
page  130  exercises  148  thro  151 
page  141  exercise,  Carl  Reinecke 
page  149  exercises  185-186-187. 
Songs,  pages  102-106-108. 

Second  Month 
Melodic  Minor  Scale,  page  119  exercise  139 

page  132  exercises  153-154-155 
page  148  exercise   181. 
Two  Voice,  page  133  exercise  160 
page  143  exercise  173 
page  152  exercise  195. 
Song,  page  174. 

Third  Month 

Three  Voice,  page  113  exercises  125  thro.  128 
page  127  exercise  147 
page  133  exercise  161 
page  143  exercise  172. 
Song,  page  115. 
Teach  at  least  one  song  a  month. 

B     Assignment 
First  Month 

Dotted  note,  page  156  exercise  199. 
Chromatics,  page  116  Solfeggio 


92  SIXTH  GRADE  DIVISIONS 

page  130  exercise  152 
page  157  exercise  203 
page  159  exercise  205. 
Songs,  pages  150-152-153. 

Second  Month 

Melodic  Minor  Scale,  page  119  exercise  139 
page  132  exercise  156 
page  148  exercise  182. 
Song,  page  132. 

Two  Voice,  page  122  exercise  Solfeggio 

page  113  exercises  125  thro    128 
page  119  exercise  137. 
Song,  page  111. 

Third  Month 

Three  Voice,  page  134  exercise  162 
page  143  exercise  174 
page  148  exercise  179 
page  155  exercise  197 
page  157  exercise  202. 

Songs,  pages  156,  118. 

Teach  at  least  one  song  a  month. 

A    Assignment 

First  Month 

Three  Voice,  page  119  exercise  138 

page  139  exercise  167 

page  148  exercise  180 
Songs,  pages  131-121. 

Second  Month 

Three  Voice,  page  149  exercise  191 
page  150  exercise  193 
page  152  exercise  196. 
Songs,  pages  177-135. 

Third  Month 

Three  Voice,  page  155  exercise  197 
page  168  exercise  206 
page  176  exercise  217. 
Songs,  pages  179-136. 
Teach  at  least  one  song  a  month. 


SIXTH  GRADE  DIVISIONS  93 

DRAWING  AND  APPLIED  ART 
Fall 

Draw  flowers,  fruit  and  seed-pods.  Pencil,  suggestions: 
Book  5,  pages  17,  19,  20,  21,  22,  26;  Book  6,  pages  20,  22,  73, 
86;  Book  7,  pages  22,  25,  27. 

Make  units  of  design  from  plant  forms.  Suggestions:  Book 
5,  pages  86,  90;  Book  6,  pages  67,  73,  75,  85,  86,  87,  92;  Book  7, 
pages  22,  99,  115,  116.  Arrange  a  sheet  of  these  units.  Save. 

Make  a  book  cover.  Use  a  corner  decoration.  The  corner 
design  can  be  utilized  in  the  manual  training  department;  save 
the  stencils. 

Winter 
December 

Picture-study — Corot. 

Make  a  Corot  calendar  or  book  cover.  Use  a  surface  cov- 
ering as  decoration. 

January  and  February 

Picture-study — Corot,  Rousseau,  Daubigny. 

Make  a  picture-study  booklet.     Letter  the  cover. 

Draw  with  pencil  objects  in  different  positions.  In  outline. 
Suggestions :  Book  5,  pages  53,  54,  55,  57 ;  Book  6,  pages  43,  45, 
46,  47,  52,  53,  54,  55,  56. 

Outline  drawings  may  be  finished  with  brush  and  ink.  Sug- 
gestions :  Book  6,  page  47 ;  Book  7,  page  48. 

Draw  with  pencil  groups  of  objects.  In  outline.  Sugges- 
tions :  Book  5,  pages  49,  56 ;  Book  6,  page  46. 

Spring 

Mass  drawing  of  objects.  Pencil.  First  sketch  lightly. 
Suggestions :  Book  5,  page  44 ;  Book  6,  pages  43,  48 ;  Book  7, 
pages  45,  47. 

Draw  birds.    Suggestions :  Book  6,  page  38 ;  Book  5,  page  32. 

Draw  boats.    Suggestions:  Book  6,  page  10;  Book  5,  page  9. 

Trees,  twigs  and  flowers.  Brush  or  pencil.  Suggestions: 
Book  5,  pages  17,  19,  21,  22,  26;  Book  6,  pages  6,  17,  20,  21,  26, 
86 ;  Book  7,  pages  7,  9,  19,  25,  27. 

MANUAL  TRAINING 

KNIFEWORK— BOYS 
Equipment 

Knife,  square,  rule,  compass,  awl. 
Drawing 


94  SIXTH  GRADE  DIVISIONS 

Working  drawing  and  sketching  in  connection  with  the  proj- 
ects constructed. 
Design 

Applied  in  outline,  surface  decoration  and  color. 

C  Assignment 
Envelope,  parcel  carrier,  calendar. 

B  Assignment 
Cat  stick,  cat,  awl  handle. 

A     Assignment 
Match  box,  key  rack. 
Parallel  and  supplementary  lessons  are  provided. 

SEWING— GIRLS 

The  sewing  in  this  grade  is  the  making  of  the  personal  equip- 
ment for  domestic  science  in  the  seventh  grade.  Some  study  of 
textiles  should  be  continued. 

C     Assignment 
Dish  Cloth 

Measurements:  12  in.,  1-4  in.,  4  in. 

French  or  Napery  hem. 

Stitches :  Overhanding,  back,  outline. 

Printing :  First  initial  of  the  pupil  and  last  name  in  full. 

Dish  Towel 

The  same  as  the  dish  cloth,  excepting  the  measurement  of 
1  yard  in  place  of  12  inches.  Repetition  of  the  same  prob- 
lem gives  opportunity  for  more  independent  work  on  the 
part  of  the  pupil,  a  better  quality  of  work  and  increase  in 
speed. 

Cuffs 

Measurements :  Each  pupil  is  measured  by  another  pupil  for 
length  and  width.  Directions  should  be  given  to  the  entire 
class. 

Stitches:  Basting,  running,  back,  half  back,  hemming,  out- 
line. 
Printing:  First  initial  and  last  name  in  full. 

B     Assignment 
Apron 

Measurements:  Each  pupil  is  measured  by  another  pupil 
according  to  directions. 

Stitches:  Basting,  running,  back,  hemming,  gathering,  over- 
handing,  outline,  button  hole. 
Printing:  First  initial  of  the  pupil  and  last  name  in  full. 


SIXTH  GRADE  DIVISIONS  95 

A     Assignment 

Cap 

There  are  no  new  stitches  in  the  cap.    The  aim  should  be  to 
improve  the  quality  of  the  work  and  to  increase  the  speed. 
Mending 

Review  of  the  different  kinds  of  patches  and  darning. 

PHYSICAL  TRAINING 
C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Games  as  contained  in  syllabus  of  games. 

Note — Whenever  possible  conduct  all  gymnastics  and 
games  in  the  halls,  assembly  room  or  playground.  If  the  play- 
ground is  used  about  half  time  should  be  given  to  games.  Here 
it  is  essential  to  take  only  the  corrective  exercises,  which  are  on 
the  front  of  the  card.  When  the  work  must  be  taken  in  the 
classroom,  one  or  two  lessons  a  week  should  be  spent  in  games. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


SEVENTH  GRADE  DIVISIONS 


READING 

For  English  and  German  pupils — Text  Book 
I  Study  with  pupils  the  "Suggestions  on  Vocal  Training" 
found  as  introductory  to  Part  I  of  the  Progressive  Fifth 
Reader.  See  that  each  pupil  can  give  accurately  the  various 
elementary  sounds,  vocal,  subvocal,  and  aspirate.  Aim  to 
cultivate  throughout  the  year  purity  of  tone  and  flexibility 
of  voice.  Teach  pupils  how  to  use  the  diaphragm  in  breath- 
ing, especially  in  expelling  the  air  column  in  speaking, 
reading  and  singing. 

II  Part  I  of  our  Fifth  Reader  contains  50  lessons,  including 
introductory  matter.  Three  forty-minute  periods  set  apart 
in  the  time  table  for  text-book  reading  would  seem  sufficient 
to  enable  a  very  good  school  to  complete  the  whole  of  Part 
I  within  the  year.  The  following  lessons  are  indicated  as 
the  average  requirement.  They  should  be  taken  up  in  the 
order  given:  2,  3,  14,  *18,  26,  *31,  *36,  44,  *46,  4,  16,  17,  *19, 
27,  *32,  37,  *40,  5,  6,  *7,  21,  23,  28,  *34,  *43,  8,  9,  22,  24, 
29,  *30,  *46,  *35,  *11,  *12,  *20,  25. 

III  Starred  lessons  may  be  omitted  in  schools  in  which  the  pu- 
pils are  somewhat  backward  in  English,  thus  needing  more 
intensive  study  of  fewer  selections.     On  the  other  hand 
every  lesson  in  Part  I  may  be  taken  by  schools  which  find 
themselves  able  to  master  them. 

IV  These  lessons  are  the  pupils'  opportunity  to  add  to  their 
vocabularies.     Intensive  study  is  to  be  made  of  this  text- 
book work.     Aim   to  have   expressive   reading.      See   that 
pupils  not  only  master  the  thought  content  but  that  they 
express  it.     Encourage  freedom  in  reading.     For  the  most 
part  pupils  should  read  standing  before  their  classmates. 
The  school  should  be  the  audience  for  each  reader,  who 
should  read  in  a  natural  and  communicative  tone  of  voice. 

V  Memorize:  Lessons  17,  23,  24,  25,  47.  Bacon's  Advice,  page 
18.  Other  poems  and  fine  prose  for  committing  to  memory 
will  be  sent  from  the  office. 

Make  use  of  the  helps  and  suggestions  found  after  each  les- 
son. Drill  on  the  meanings,  pronunciation  of  words. 

The  teacher  should  take  part  in  each  reading  lesson,  not 
merely  as  a  questioner,  but  as  a  reader,  setting  an  example  of 
easy,  well  modulated  and  clearly  enunciated  free  reading. 


SEVENTH  GRADE  DIVISIONS  97 

By  taking  the  minimum  assignment  in  the  Reader,  sufficient 
time  may  be  gained  to  enable  the  English  and  German  pupils  to 
read  during  this  120-minute-a-week  period  some  interesting 
book  of  supplementary  matter  found  in  the  different  buildings. 
Teachers  will  select. 

SUPPLEMENTARY  READING 
For  English  Pupils 

The  reading  known  as  supplementary  differs  from  the  text- 
book reading  in  that  it  is  less  intensive.  Pupils  should  be  allowed 
to  read  for  the  joy  of  it — to  get  the  story  and  descriptions  and 
instruction  which  the  piece  affords. 

Every  school  has  the  Cricket  on  the  Hearth.  This  will  be  a 
good  introduction  to  this  kind  of  reading  and  will  be  taken  dur- 
ing the  fall  term. 

The  three  forty-minute  periods  set  aside  weekly  in  the  time 
table  for  supplementary  reading  will  enable  good  schools  to 
read  in  addition  to  the  Cricket  on  the  Hearth  other  selections 
from  the  list  of  books  found  in  the  various  buildings. 

For  the  second  or  winter  term,  Evangeline  will  correlate  well 
with  the  History.  Additional  work  may  be  selected  as  in  fall 
term.  Whittier's  Snow  Bound  will  be  in  keeping  with  this 
season. 

For  the  spring  term  read  Hale's  Man  Without  a  Country. 
We  hope  to  have  books  for  all.  In  the  event  that  no  set  is  in  any 
given  school,  make  the  most  of  a  single  copy.  Read  such  other 
books  as  may  be  in  your  list  of  supplementary  reading. 

SPELLING 

Two  words  are  made  prominent  in  each  lesson.  Their  pro- 
nunciation, division  into  syllables,  derivation,  phonetic  proper- 
ties, oral  and  written  spelling  and  meaning,  are  all  to  be  made 
clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in 
a  sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
antonym;  by  illustration  with  object,  action  or  drawing;  and  by 
etymology. 

Each  lesson  should  have  also  from  eight  to  twenty  subor- 
dinate words  taken  from  the  text-book  or  composition  exer- 
cises. Systematic  review  each  Monday  should  be  made  of  the 
prominent  words  taught  in  this  and  in  the  lower  grades.  Fre- 
quent supplementary  dictation,  word-building  and  phonic  exer- 
cises should  be  given.  Spell  much  orally.  In  oral  spelling  indi- 
cate syllables  usually  in  one  of  these  ways: 


98  SEVENTH  GRADE  DIVISIONS 

By  slight  pauses 
By  pronunciation  of  syllables 
By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  V,  lessons  1  to  60  inclu- 
sive; supplementary  exercises  1  to  11  inclusive. 

B     Assignment 

Champion  Spelling  Book,  Section  V,  lessons  61  to  120  inclu- 
sive ;  supplementary  exercises,  12  to  24  inclusive. 

A     Assignment 

Champion  Spelling  Book,  Section  V,  lessons  121  to  160 
inclusive;  Annual  Spelling  Contest,  I,  II,  III,  IV  and  V. 

GRAMMAR 
General  Remarks 

An  assignment  of  Work  in  Grammar  must  be  liberally  inter- 
preted. The  space  to  be  covered  may  be  indicated  with  fair  pre- 
cision but  the  depth  of  the  work  must  depend  somewhat  upon 
the  pupils.  In  the  character  of  the  exercises  given  to  pupils  for 
anaylsis,  great  judgment  must  be  exercised  lest  they  be  led  far 
beyond  their  understandings. 

Drill  has  some  place  in  those  things  which  are  merely  form- 
al— conjugations  of  verbs,  declensions  of  pronouns — compari- 
sons, etc. 

C     Assignment 

Review  Parts  of  Speech. 

Use  Chapter  IV,  Scott  and  Southworth's  Grammar  as  a 
basis  for  teaching  pupils  the  nature  of  the  sentence — the  kinds 
of  verbs,  complements,  phrases,  essentials,  etc.,  omitting  clauses 
and  appositives. 

Teach  principal  parts  of  abide,  be,  bear,  begin,  bid,  bind, 
bite,  blow,  break,  bring,  build,  burn,  burst,  buy,  catch,  come,  do, 
draw,  drink,  eat  and  fall. 

Make  use  of  short  sentences  forming  all  tenses  of  indicative 
and  potential  modes,  as  John  eats — ate — has  eaten — had  eaten — 
will  eat — will  have  eaten,  etc. 


SEVENTH  GRADE  DIVISIONS  99 

B     Assignment 

Review  "Westminster  Abbey,"  p.  71.  Take  omitted  parts  of 
Chapter  IV,  and  Chapter  V. 

Continue  exercises  in  analysis,  using  sentences  of  sufficient 
difficulty  to  require  careful  thought. 

Take  uses  of  Nouns,  Chapter  VI,  omitting  subjects  of  Infin- 
itive and  the  use  with  a  Participle. 

Teach  by  use  of  short  sentences  the  principal  parts  of  fly, 
forget,  forsake,  freeze,  get,  give,  go,  grow,  hang,  lay,  lie,  ride, 
ring,  rise,  run,  see,  shake,  shrink,  sing,  sink,  sit,  slay,  smite,  speak. 

A     Assignment 

Continue  exercises  in  uses  of  nouns,  completing  such  parts 
of  Chapter  VI  as  may  have  been  omitted  in  B  Division. 

Omit  subject  of  Infinitive. 

Teach  Conjunctive  (and  relative),  and  Adjective  Pronouns. 

Teach  by  use  of  short  sentences  the  principal  parts  of  the 
following  verbs,  forming  all  the  tense  forms  of  the  Indicative  and 
Potential  modes.  Vary  the  exercises  by  using  active  and  passive 
forms.  This  is  purely  drill  work. 

Speak,  spring,  stand,  steal,  strew,  strike,  strive,  swear,  swim, 
take,  teach,  tear,  think,  throw,  thrust,  wear,  weave,  wring,  write. 

Review  verbs  of  preceding  divisions. 

Continue  analysis  of  sentences,  selecting  from  Grammar  and 
Reader. 

Use  sentences  that  have  thought  worthy  of  study. 

GERMAN 

Lessons  marked  *  are  not  to  be  taken  by  weak  classes. 
C     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  3*,  10,  13,  14,  21,  26,  42, 
48.  For  rapid  reading,  lessons  29,  31,  50*.  Lessons  13  and  26 
to  be  memorized. 

Conversation — To  be  carried  on  in  connection  with  reading. 
Phraseology  of  daily  life  to  be  taught  gradually  in  this  grade  and 
the  eighth. 

Language  and  Grammar — Review  of  declension  of  nouns 
with  adjectives,  choose  nouns  from  Collar-Eysenbach's  Graded 
German  Lessons,  sections  367  and  369.  Principal  parts  of  strong 
verbs,  choose  from  Joynes-Meissner's  German  Grammar,  sec- 
tions 241-243  and  246.  Prepositions  governing  the  accusative 
case.  Compound  sentences  with  the  conjunctions  und,  oder, 
aber,  allein,  sondern,  auch. 


100  SEVENTH  GRADE  DIVISIONS 

Translation — Oral  and  written.  Material  to  be  selected  from 
reading  and  conversation.  Application  of  grammatical  forms. 
Supplementary  book  for  teachers,  Ahn-Henn,  Part  Two. 

Composition — Oral  and  written.  At  least  one  written  exer- 
cise of  60  to  80  words  every  two  weeks.  Topics  to  be  taken  from 
reading  matter.  One  letter. 

B     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  4,  8,  17,  28,  37,  41,  46,  54*, 
55.  For  rapid  reading,  lessons  22,  40,  44*.  Lessons  46  and  55  to 
be  memorized. 

Conversation — See  C  Assignment. 

Language  and  Grammar — Review  of  declension  of  nouns 
with  adjectives,  choose  nouns  from  sections  371,  372,  375  of  Col- 
lar-Eysenbach's  Graded  German  Lessons.  Principal  parts  of 
strong  verbs  to  be  taken  from  Joynes-Meissner's  German  Gram- 
mar, sections  247-249.  Prepositions  governing  the  dative  case. 

Translation — See  C  Assignment 

Composition — See  C  Assignment. 

A     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  7,  15,  35,  38,  43,  45,  58*, 
60.  For  rapid  reading,  lessons  19,  31,  56*,  59*. 

Lessons  43  and  60  to  be  memorized. 

Conversation — See  C  Assignment. 

Language  and  Grammar — Review  of  declension  of  nouns 
with  adjectives — choose  nouns  from  sections  368  and  370  of 
Collar-Eysenbach's  Graded  German  Lessons.  Declension  of  per- 
sonal pronouns.  Prepositions  governing  both  the  dative  and  ac- 
cusative cases. 

Translation — See  C  Assignment. 

Composition — See  C  Assignment. 

WRITING 

Movement  exercises 

Speed  tests 

Forearm  movement  in  all  written  work 

Individuality 

Spencer's  Practical  Writing  Book  No.  7. 


SEVENTH  GRADE  DIVISIONS  101 

ARITHMETIC 
C     Assignment 

Begin  the  term  with  a  full  review  of  fundamental  operations. 

Walsh,  pages  291-295,  gives  the  type  of  work,  also  Common 
Fractions,  page  264,  ex.  8 ;  276,  ex.  2-6 ;  302,  ex.  38-41 ;  303,  ex. 
58;  304,  ex.  64-74;  305,  ex.  82-85;  306,  ex.  90;  276,  ex.  8;  303,  ex. 
55;  305,  ex.  81;  306,  ex.  87;  307,  ex.  108,  98;  366,  ex.  12;  385, 
ex.  1 ;  387,  ex.  1  through  16;  388,  ex.  1,  2,  3,  5,  7,  8,  10;  388,  ex.  11, 
13,  16, 17,  18,  19;  403,  ex.  12;  405,  ex.  29;  409,  ex.  79;  404,  ex.  23; 
301,  ex.  33-36;  308,  ex.  117;  326,  ex.  1;  407,  ex.  54-58;  410,  ex. 
98;  412,  ex.  117;  413,  ex.  134,  135. 

Integers— Page  366,  ex.  12;  385,  ex.  1 ;  388,  ex.  1,  2,  3,  5,  7, 
8,  10,  11,  13,  16,  17;  403,  ex.  12;  410,  ex.  91-92;  412,  ex.  115;  404, 
ex.  23;  301,  ex.  30,  31 ;  302,  ex.  46;  303,  ex.  63;  304,  ex.  71 ;  305, 
ex.  78-83;  308,  ex.  113;  403,  ex.  9,  10;  408,  ex.  70. 

Decimal  Fractions — Page  413,  ex.  133;  259,  ex.  7;  276,  ex. 
4-9;  299,  ex.  7;  300,  ex.  13-20;  302,  ex.  40-42;  303,  ex.  60;  304,  ex. 
73;  306,  ex.  94;  309,  ex.  127;  326,  ex.  2;  406,  ex.  39,  42,  45;  410, 
ex.  93;  412,  ex.  114;  414,  ex.  144;  366,  ex.  10-14;  402,  ex.  1 ;  294, 
ex.  1  through  19,  omitting  No.  10;  308,  ex.  12;  403,  ex.  11;  404, 
ex.  22;  407,  ex.  55;  413,  ex.  132,  133. 

Select  problems  from  Dubbs'  Mental  Arithmetic,  pages  98 
to  107.  Omit  the  following,  page  103,  ex.  70;  106,  ex.  108-110. 

Omit  page  105,  ex.  94-97. 

Omit,  Walsh,  page  405,  ex.  37;  page  415,  ex.  147. 

Emphasize  the  following :  page  98,  ex.  5 ;  100,  ex.  24-29-33 ; 
101,  ex.  42-48;  102,  ex.  50;  104,  ex.  80;  106,  ex.  107. 

Six  weeks  of  this  work. 

Percentage  and  its  applications. 

Drill  in  changing  percents  to  fractional  equivalents. 

Four  cases  of  percentage.  Teach  all  applications  of  percent- 
age in  order  named. 

The  assignment  for  the  first  term  closes  at  page  237,  using 
problems  covering  all  applications  taught. 

Make  selections  from  Dubbs'  Mental,  Section  V,  pages  163 
to  174.  Defer  profit  and  loss  problems  till  Second  Term. 

Note  also  the  following  list — Walsh — Review  Problems 

Percentage : 

Page  259,  problem      1 
"     264,          "  7 

"     276,          "  5 

"     411,          "       112 


102  SEVENTH  GRADE  DIVISIONS 

"  401,  "  115-116 

"  259,  "  2 

"  276,  "  3 

"  299,  "  5-9 

"  300,  "  21 

"  306,  "  97 

"  386,  "  6 

"  403,  "         13-19 

"  411,  "  105 

"  412,  "  116 

"  405,  "         38 

"  276,  "  5 

"  398,  "         63 

"  308,  "  120 

"  309,  "  128-130-124 

"  386,  "         15 

"  408,  "         67 

"  410,  "  102 

"  411,  "  104 

"  264,  "  1 

"  301,  "         27 

"  308,  "  114 

B  Assignment 
Profit  and  Loss,  Commission,  Commercial  Discount. 

"A  Study  of  Number" — first  three  exercises,  Wash — pages 
238-249. 

Also  the  following  list :  Profit  and  Loss — page  236,  3 ;  page 
237,  9,  10,  13;  page  275,  13;  page  299,  5,  10;  page  300,  15,  16,  23, 
24;  page  301,  28,  29,  34,  35,  37;  page  302,  43 ;  page  303,  50,  59,  63 ; 
page  304,  70,  71,  76;  page  305,  84;  page  306,  91,  92;  page  307, 
106,  107;  page  308,  111,  112,  115,  116,  118,  119;  page  309,  126, 
131 ;  page  326,  8;  page  327,  9,  18;  page  363,  3;  page  364,  11,  13, 
16;  page  386,  14;  page  400,  99,  100,  84,  86;  page  401,  101;  page 
402,  5;  page  403,  16,  17,  18;  page  405,  32,  37;  page  408,  66;  page 
411,  106,  111,  113;  page  412,  118;  page  414,  147. 

Dubbs'  Mental,  pages  169  to  179.     Drill  for  profit  and  loss. 
Dubbs'  Mental  to  Lesson  XII,  page  183. 
Omit  page  182,  numbers  7,  8,  9,  10;  page  181,  numbers  22, 
23;  page  183,  numbers  12,  13,  14,  16,  17. 

Take  the  following  problems  in  Wash's : 


SEVENTH  GRADE  DIVISIONS  103 

Commission 

Page  264,  2-6;  page  290,  3;  page  298,  46;  page  365,  6;  page 
386,  9;  page  398,  62;  page  403,  15;  page  407,  53;  page  405,  30; 
page  406,  52;  page  399,  81. 

Discount 

Page  259,  5;  page  304,  67;  page  327,  11;  page  395,  12;  page 
397,  39;  page  407,  64;  page  409,  83-87;  page  400,  95. 

A     Assignment 

Insurance,  Taxes,  Duties,  Simple  Interest: 

Case  I,  including  Amount. 

Walsh,  pages  238-243. 

Dubbs'  Mental,  pages  183-185;  190-193;  197-202,  with  the 
following  omissions:  page  197,  examples  5,  10,  15;  page  198, 
examples  18,  20,  26,  31,  32.  Omit  all  of  pages  199,  200,  201. 

Material  for  drill  in  Interest:  Walsh,  page  253,  252,  272,  300, 
301,  303,  304,  307,  309. 

Also  the  following  examples  from  Walsh : 

Page  327,  14;  page  307,  102;  page  406,  51;  page  408,  75; 
page  400,  93 ;  page  327,  17 ;  page  386,  12. 

Continue  Study  of  Number — three  exercises. 

Review  the  assignment  of  the  year. 

Suggestions :  Emphasize  terse  statements  in  concrete  ex- 
amples. 

U.  S.  HISTORY 
C     Assignment 

Mace's  History,  pp.  1-76  inclusive. 

Questions  and  suggested  collateral  reading  found  in  Appen- 
dix may  be  used  as  teacher  directs. 

B     Assignment 

Mace's  History,  pp.  77-150  inclusive. 
Use  helps  in  Appendix  as  needed. 

A     Assignment 

Mace's  History,  pp.  151-197  inclusive. 

Make  use  of  questions  and  suggested  collateral  reading  at 
your  own  option. 

GEOGRAPHY 
C     Assignment 

Natural  Advanced  Geography. 

South  America  from  page  105,  second  column,  to  page  111, 


104  SEVENTH  GRADE  DIVISIONS 

omitting  correlations  and  comparisons,  except  the  section  on 
Industries. 

Make  the  study  of  the  following  countries  optional :  Uruguay, 
Paraguay,  Chili,  Bolivia,  and  Equador. 

Read  from  Carpenter's  South  America  for  further  descrip- 
tion of  countries  studied. 

Eurasia  from  page  113  to  page  117,  making  careful  study  of 
questions  on  Physical  Features  found  on  page  113,  and  using 
remainder  of  assigned  pages  as  reading  matter. 

B     Assignment 
Natural  Advanced  Geography. 

Europe  from  page  117  to  Kingdom  of  Netherlands  on  page 
125. 

Carpenter's  Europe,  pp.  32-76,  186-215,  223-233,  234,  248. 

A     Assignment 

Natural  Advanced  Geography,  pp.  125  to  Spain  and  Portugal, 
129,  ^Kingdom  of  Denmark,  ^Kingdom  of  Norway  and  Sweden, 
*Monarchy  of  Austria-Hungary,  *Kingdom  of  Belgium,  Carpen- 
ter's Europe,  pp.  133-156,  156-186,  271-301*,  249-271,  225-135*, 
249-271,  85-117,  117-124*. 

*Topics  starred  are  optional. 

Remarks: — The  above  assignment  is  intended  for  schools  in 
which  there  is  but  one  grade.  In  cases  in  which  two  grades  are 
in  a  room — say  B  and  C,  let  the  C  pupils  take  the  C  assignment, 
while  B  pupils  are  excused  for  the  term  from  Geography,  using 
the  time  to  prepare  some  lessons  for  recitation. 

MUSIC 

Classes  consisting  of  one  division  will  take  the  regular 
assignment  for  such  division. 

C  and  B  division  classes  will  take  C  assignment 

B  and  A      "  "  "      "      B 

A  and  C      "  "  "      "     B 

When  the  A  division  of  one  grade  and  the  C  division  of  the 
next  grade  above  are  in  one  class  take  the  work  of  the  lower 
grade,  excepting  where  a  change  of  text  book  occurs,  in  which 
case,  take  the  C  assignment  of  the  upper  grade. 

Do  not  confine  the  teaching  of  part  songs  to  melody  only. 
All  the  parts  of  a  part  song  should  be  taught  to  convey  the  proper 
impression  harmonically  as  well  as  melodically.  Patriotic  songs 
should  be  sung  in  unison.  The  signatures  of  all  major  keys 
should  be  memorized  together  with  their  relative  minors. 

All  exercises  and  songs  must  be  sung  in  the  keys  indicated. 


SEVENTH  GRADE  DIVISIONS  105 

If  there  is  no  instrument  in  the  room  the  teacher  should  use 
the  pitch  pipe.  Put  special  emphasis  this  term  on  tests  in  sight 
reading  and  give  drill  in  key  signatures  and  part  singing.  Teach- 
ers will  please  observe  the  outline  carefully,  commencing  each 
assignment  on  the  first  day  of  each  month.  Memorize  "Amer- 
ica," "God  Guard  Columbia,"  "Columbia,  the  Gem  of  the  Ocean," 
"Star  Spangled  Banner,"  verses  1  and  4. 

C     Assignment 

MELODIC  FOURTH  READER 

Reference,  Manual,  "Music  in  the  Grades" 
First  Month 

Solfeggio,  page  11. 
Studies  in  Minor,  page  33. 
Three  Voice,  page  69  exercise  3. 
Songs,  pages  30-58-59. 

Second  Month 

Solfeggio,  page  26. 
Chromatics,  page  22. 
Studies  in  Minor,  page  53. 
Three  Voice,  Study  page  71. 
Song,  page  45. 

Third  Month 

Solfeggio,  page  64. 

Chromatics,  page  31. 

Studies  in  Minor,  page  91. 

Song,  page  13. 

Teach  at  least  one  song  a  month. 

B     Assignment 
First  Month 

Solfeggio,  page  56. 
Studies  in  Minor,  page  33. 
Three  Voice,  page  69  exercise  3. 
Song,  page  30. 

Second  Month 

Solfeggio,  page  57. 
Chromatics,  page  43. 
Study  in  Minor,  page  53. 
Three  Voice,  page  71. 
Song,  page  94. 


106  SEVENTH  GRADE  DIVISIONS 

Third  Month 
Solfeggio,  page  67. 
Chromatics,  page  63. 
Study  in  Minor,  page  91. 
Song,  page  60. 
Teach  at  least  one  song  a  month. 

A     Assignment 

First  Month 
Solfeggio,  page  34. 
Studies  in  Minor,  page  33. 
Three  Voice,  page  69  exercise  3. 
Song,  page  21. 

Second  Month 
Solfeggio,  page  77. 
Chromatics,  page  75. 
Study  in  Minor,  page  53. 
Three  Voice,  page  71. 
Song,  page  85. 

Third  Month 
Solfeggio,  page  92. 
Chromatics,  page  99. 
Study  in  Minor,  page  91. 

Continue  the  study  of  "How  Lovely  Are  The  Messengers." 
Teach  at  least  one  song  a  month. 

DRAWING  AND  APPLIED  ART 
Fall 

Draw  flowers,  fruit,  vegetables  and  seed-pods.  Pencil.  Sug- 
gestions: Book  5,  pages  17,  19,  20,  21,  22,  26;  Book  6,  pages  20, 
22,  73,  86 ;  Book  7,  pages  22,  25,  27.  Give  the  work  both  in  out- 
line and  in  mass. 

Make  units  of  design  from  plant  forms.  Suggestions :  Book 
5,  pages  86,  90;  Book  6,  pages  67,  73,  75,  85,  86,  87,  92;  Book  7, 
pages  22,  99,  115,  116.  Arrange  a  sheet  of  these  units.  Save. 

Make  a  mount  for  a  quotation  or  picture.  Use  a  corner  deco- 
ration. The  corner  design  can  later  be  utilized  in  the  manual 
training  department.  Save  the  stencils. 

Winter 
December 

Picture-study — Millet. 

Make  a  Millet  calendar  or  booklet  cover.  Use  a  surface 
covering  as  decoration. 


SEVENTH  GRADE  DIVISIONS  107 

January  and  February 

Study  of  pictures — Millet,  Daubigny,  Troyon. 
Make  a  picture-study  booklet. 

Draw  objects  in  different  positions.     Pencil.     Suggestions: 
Book  6,  pages  52,  53,  54,  55,  56;  Book  7,  pages  58,  59,  60,  61,  63. 

Spring 

Draw  groups  of  objects.    Pencil  and  crayon. 
Draw  buildings.     Buildings    and    landscape.     Suggestions: 

Book  7,  pages  54,  55,  56,  57,  86,  96,  3,  4,  5. 

Trees.  Twigs  and  flowers — Crayon  and  pencil.    Suggestions : 

Book  5,  pages  21,  22,  26;  Book  6,  pages  20,  21,  86;  Book  7,  pages 

25,  27. 

MANUAL  TRAINING 
BENCHWORK— BOYS 

Drawing 

Working    drawing  and   sketching  in   connection   with   the 

projects  constructed,  involving  the  use  of  drawing  board  and 

instruments. 
Design 

Applied  in  form,  surface  decoration  and  color. 
Study  of  Materials 

Woods  and  various  supplies  used,  their  source,  preparation 

and  manufacture. 
Projects 

1  Two  or  three  class  projects,  involving  general  principles, 
carefully  constructed  to  given  dimensions:  Garden  stake, 
cutting  board,  T  square,  game  board,  scouring  board, 
flower  pot  stand,  bracket,  etc. 

2  Rack  problem :     Project  selected,  designed,  constructed 
and  stained  by  the  individual  pupil :     Fan  rack,  cup  and 
saucer  rack,  pipe  rack,  tie  rack,  broom  rack,  dumb  bell 
rack,  whisk  broom  holder. 

3  Picture  frame:     Study  and  selection  of  pictures,  design 
and  construction  of  frame,  staining  to  harmonize  with 
picture. 

4  Box  problem :    Boxes  for  various  uses,  application  of  sur- 
face decoration  in  color. 

5  Desk  fittings:     Ink  stand,  pen  tray,  blotter,  stamp  box, 
letter  holder,  candle-stick,  etc.     Design  problem. 

6  Various  projects  at  the  option  of  teachers  and  pupils. 


108  SEVENTH  GRADE  DIVISIONS 

HOUSEHOLD  SCIENCE— GIRLS 
C     Assignment 

Introductory:  Study  of  equipment,  practice  in  measure- 
ments. Formulation  of  rules  for  dish-washing.  Study  of  the  care 
of  the  kitchen  should  supplement  each  lesson.  This  includes  the 
use  of  sink,  refrigerator,  towels,  woodwork  and  metals. 

Preparation  of  the  various  cuts  of  meat  and  of  vegetables. 
Simple  analysis  of  the  potato,  digestion  of  starch  and  its  use  in 
the  body.  Marketing. 

B     Assignment 

Cereals,  Christmas  lessons,  vegetables,  flour  mixtures,  bever- 
ages. Experimental  lessons  in  leavens.  Practice  in  writing 
menus. 

A     Assignment 

Continue  the  practice  in  writing  menus,  estimating  the  cost 
of  meals.  Eggs,  boiled  salad  dressing,  simple  desserts.  Prepa- 
ration and  serving  of  breakfast,  luncheon  and  dinner. 

PHYSICAL  TRAINING 
C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 

A    Assignment 

Lessons  XIII  to  XVIII  inclusive. 

Games  as  contained  in  syllabus  of  games. 

Note — Whenever  possible,  conduct  all  gymnastics  and  games  in 
the  halls,  assembly  room  or  playground.  If  the  play- 
ground is  used,  half  time  should  be  given  to  games.  Here 
it  is  essential  to  take  only  the  corrective  exercises,  which 
are  on  the  front  of  the  card. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


EIGHTH  GRADE  DIVISIONS 


READING 
For  English  and  German  Pupils — Text-Book 

I  Study  as  an  introduction,  Suggestions  for  Vocal  Training 
under  the  heads,  Inflection,  Emphasis,  Modulation  and  Fig- 
ures of  Speech  as  set  forth  in  Part  II  of  the  Progressive 
Fifth  Reader.  Review  the  corresponding  sections  of  Part 
I.  These  pages  will  themselves  serve  as  good  reading  les- 
sons for  the  opening  week  or  two  of  school. 
II  See  that  your  pupils  know  how  best  to  expel  the  column  of 
air  in  order  to  produce  a  pure,  rich,  strong  tone  while  the 
throat  and  upper  chests  are  relaxed.  This  has  not  received 
enough  attention. 

III  The  Progressive  Fifth  Reader  contains  in  Part  II  forty-nine 
lessons.  Three  forty-minute  periods  per  week,  or  its  equiv- 
alent, for  work  in  the  intensive  study  of  these  basal  lessons 
ought  to  enable  the  very  good  school  to  read  them  all 
within  the  year.     We  indicate  the  following  as  a  require- 
ment to  be  taken  up  in  the  order  indicated:  Lessons,  1,  2, 
8,  20,  *27,  36,  *40,  5,  9,  11,  18,  21,  29,  37,  *41,  42,  43,  6,  13, 
*17,  *19,  *30,  33,  44,  45,  *14,  *15,  23,  24,  *38,  46,  *4,  10,  22, 
*25,  *34,  *49. 

Schools  that  find  this  assignment  too  heavy  may  omit  the 
starred  lessons.  Schools  capable  of  doing  more  may  add  all 
omitted  lessons  and  lessons  34,  35,  45,  17,  16,  2,  etc.,  in 
Part  I. 

IV  Memorize  lessons  *8,  *9,  11,  14,  *42,  46,  *31,  in  Part  II. 
Starred  lessons  may  be  omitted. 

V  These  lessons  studied  intensively  furnish  an  opportunity 
for  the  increase  of  the  vocabulary  of  your  pupils.  Encour- 
age their  sense  of  words  and  beautiful  expressions. 

VI  Eighth  Grade  Pupils  should  learn  in  reading  not  to  depend 
too  much  upon  the  book.     Complete  freedom  with  conse- 
quent  power   is   secured   only   when   the   pupil    can    look 
squarely  into  the  faces  of  his  classmates  and  say  express- 
ively and  impressively  the  thing  the  book  has  in  it. 

VII  By  taking  only  the  minimum  requirement  of  above  assigned 
work  in  text-book,  time  may  be  found  in  this  120  minutes 
per  week  to  enable  the  English  and  German  pupils  to  read 


110  EIGHTH  GRADE  DIVISIONS 

together  some  of  the  interesting  books  of  supplementary 
reading  found  in  the  different  buildings.  Teacher  will 
select. 

VIII  The  teacher  should  take  part  in  every  reading  lesson,  not 
only  as  a  questioner  of  the  pupils  and  a  critic  of  their  per- 
formances, but  as  a  participator  in  the  actual  reading.  She 
should  set,  as  best  she  can,  a  model  of  clear,  thoughtful 
reading,  not  what  is  called  dramatic,  but  forceful  and  free. 
This  is  a  requirement  that  is  essential  to  the  best  results. 
See  what  is  said  under  Supplementary  Reading. 

SUPPLEMENTARY  READING 

English  Pupils 

The  purpose  of  our  Supplementary  Reading  is  to  furnish 
pupils  an  opportunity  to  become  acquainted  with  selections  as  a 
whole. 

The  following  pieces  from  Williams'  Choice  Literature  are 
to  be  given  during  the  fall  term  as  introductory  to  the  longer  se- 
lections to  be  taken  up  later: 

Burns',  For  a'  That  and  a'  That 

Byron's,  The  Battle  of  Waterloo. 

Carey's,  An  Order  for  a  Picture 

Clemens'  (Mark  Twain),  New  England  Weather 

*Curtis's,  Who  Was  the  Minute  Man? 

*Dryden's,  Alexander's  Feast 

Dodge's  (Gail  Hamilton),  Chicken's 

*Hugo's,  The  Carronade 

Kellogg's,  Spartacus  to  the  Gladiators 

*Macaulay's,  The  Trial  of  Warren  Hastings 

Macaulay's,  Horatius  at  the  Bridge 

*Osgood's,  Labor  is  Worship 

Richter's,  The  Two  Roads 

*Shakespeare's,  Othello's  Courtship 

Tennyson's,  Charge  of  the  Light  Brigade 

*Warner's,  Back  Log  Studies. 

The  three  forty-minute  periods  per  week  set  apart  in  the  time 
tables  for  supplementary  reading  are  sufficient  to  enable  a  good 
school  to  master  these  sixteen  selections  thoroughly  during  the 
fall  term.  Schools  able  to  do  more  may  make  selection  of  other 
numbers  in  the  Choice  Literature  or  elsewhere.  Schools  in  which 
pupils  have  a  more  limited  power  in  English  may  omit  the  starred 
lessons  from  the  above  list. 

In  as  many  schools  as  possible  we  desire  that  Dickens' 
Christmas  Carol  be  read  during  December.  In  case  there  is  not 


EIGHTH  GRADE  DIVISIONS  111 

a  set  of  these  books  in  any  given  school,  excellent  use  may  be 
made  of  a  single  copy  to  be  read  by  selected  pupils  and  by  the 
teacher  herself.  During  the  winter  term,  the  Lady  of  the  Lake 
should  be  read  by  all  Eighth  Grade  pupils  as  supplementary 
reading.  Much  of  this  poem  should  be  read  by  the  teacher,  espe- 
cially in  those  schools  in  which  the  imaginations  of  the  children 
have  not  yet  been  quickened.  If  more  than  this  can  be  done, 
the  teacher  may  select,  out  of  the  list  of  supplementary  reading 
found  in  the  building,  some  books  of  her  own  liking. 

The  work  during  the  spring  term  is  Julius  Caesar.  This  is 
to  be  read  by  all  Eighth  Grade  pupils,  whether  English  or 
German. 

By  taking  the  least  requirement  in  the  assignment  of  work 
in  Williams'  Choice  Literature,  teachers  may  at  their  option 
secure  enough  time  from  that  set  apart  for  supplementary  read- 
ing to  enable  them  to  read  in  addition  some  story  from  the  list 
of  reading  found  in  all  buildings. 

SPELLING 

Two  words  are  made  prominent  in  each  lesson.  Their  pro- 
nunciation, division  into  syllables,  derivation,  phonetic  proper- 
ties, oral  and  written  spelling  and  meaning,  are  all  to  be  made 
clear  to  pupils. 

The  teaching  of  a  new  word  may  be  done  by  using  it  in  a 
sentence ;  by  definition  or  description ;  by  giving  a  synonym  or 
the  antonym ;  by  illustration  with  object,  action  or  drawing,  and 
by  etymology. 

Each  lesson  should  have  also  from  eight  to  twenty  subordi- 
nate words  taken  from  the  text  book  or  composition  .  exercises. 
Systematic  review  each  Monday  should  be  made  of  the  prominent 
words  taught  in  this  and  in  the  lower  grades.  Frequent  supple- 
mentary dictation,  word-building  and  phonic  exercises  should  be 
given.  Spell  much  orally.  In  oral  spelling  indicate  syllables  usu- 
ally in  one  of  these  ways : 

By  slight  pauses 

By  pronunciation  of  syllables 

By  repronunciation  of  syllables. 

Teach  a  little  daily,  test  thoughtfully,  drill  intensively,  and 
follow  up  words  misspelled  persistently. 

C     Assignment 

Champion  Spelling  Book,  Section  VI,  lessons  1  to  60  inclu- 
sive; supplementary  exercise  I. 


112  EIGHTH  GRADE  DIVISIONS 

B     Assignment 

Champion  Spelling  Book,  Section  VI,  lessons  61  to  120  inclu- 
sive; supplementary  exercises,  II  and  III. 

A     Assignment 

Champion  Spelling  Book,  Section  VI,  lessons  121  to  160  in- 
clusive; supplementary  exercises,  IV  to  IX  inclusive,  Annual 
Spelling  Contest,  I,  II,  III,  IV,  V,  and  VI ;  N.  E.  A.  Spelling  Con- 
test, oral  and  written,  and  pronunciation  contest. 

GRAMMAR 
C     Assignment 

Complete  any  omitted  work  in  Chapter  VII. 

Grammar  Leaflet,  pp.  33-36. 

Continue  throughout  the  term  the  Analysis  of  Sentences. 
Grammar  Leaflet,  pp.  49-51. 

Chapter  VIII  of  Scott  and  Southworth's  Grammar.  Omit  all 
classes  of  adjectives  except  Limiting  and  Descriptive. 

Drill  pupils  on  Prefixes,  Suffixes  and  Stems  found  on  pages 
356-363,  using  in  the  C  Assignment  about  one-third  of  each  of  the 
three  lists. 

B     Assignment 

Scott  and  Southworth's  Grammar,  Chapter  IX  and  X. 

Grammar  Leaflet,  pp.  36-45  (Word  Forms). 

Grammar  Leaflet,  pp.  51-57  inclusive.  Analysis  and  Inter- 
pretation. 

Slow  schools  may  modify  the  work  in  Analysis  if  Assign- 
ment is  foujid  too  heavy. 

Drill  pupils  in  Prefixes  and  Suffixes,  and  Word  Stems  found 
on  pages  356-363,  using  not  to  exceed  the  first  two-thirds  of  each 
list.  Schools  not  able  to  do  the  two-thirds  may  take  the  first 
third. 

A     Assignment 

Scott  and  Southworth's  Grammar,  pp.  200-243. 

Omit  discussion  of  Subjunctive  Mood  and  Case  as  a  Relation 
unless  the  school  is  able  to  include  these  parts  of  appendix. 

Review  principal  parts  of  verbs. 

Grammar  Leaflet:  Use  Exercises  selected  from  Parts  I  and 
II  for  review  in  uses  of  words. 

Grammar  Leaflet,  pp.  58-79.  Select  poems  for  Analysis  and 
Interpretation. 


EIGHTH  GRADE  DIVISIONS  11  '• 

Drill  pupils  on  Prefixes,  Suffixes,  and  Word  Stems  foun<l  in 
Appendix.  The  last  third  of  these  will  be  the  assignment  ulti- 
mately for  the  A  division.  This  year,  1911,  it  can  only  be  said 
that  teachers  may  do  as  much  as  they  can  with  the  word-building. 

GERMAN 

Lessons  marked  *  are  not  to  be  taken  by  weak  classes. 
C     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  62,  77,  83,  101,  108,  129. 
For  rapid  reading,  lessons  98,  119,  146*,  172*..  Lessons  77  and  83 
to  be  memorized. 

Conversation — To  be  carried  on  in  connection  with  reading. 
Phraseology  of  daily  life  to  be  continued.  See  seventh  grade. 

Language  and  Grammar — General  review  of  declensions — 
nouns,  pronouns  and  adjectives.  Compound  and  complex  sen- 
tences. Conjunctions. 

Translation — Oral  and  written.  Selected  from  reading  mat- 
ter and  conversation.  Application  of  grammatical  principles 
learned  during  the  term.  Supplementary  book  for  teachers, 
Ahn-Henn,  Part  Three. 

Composition — Oral  and  written.  At  least  one  written  exer- 
cise every  three  weeks.  Topics  to  be  taken  from  reading-matter, 
from  pictures,  or  from  the  every  day  experience  of  the  pupil.  One 
letter  each  term. 

B     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  63,  79,  93*,  99,  124,  128, 
130,  157.  For  rapid  reading,  lessons  87,  104,  144*.  Lesson  157 
to  be  memorized. 

Conversation — See  C  Assignment. 

Language  and  Grammar — Review  of  principal  parts  of 
strong  verbs.  Separable  and  inseparable  verbs.  Prepositions 
governing  the  genitive.  Complex  sentence — its  construction. 
Transposed  order  of  words. 

Translation — See  C  Assignment. 

Composition — See  C  Assignment. 

A     Assignment 

Reading — Hoheres  Viertes  Lesebuch,  Eclectic  Series.  For 
careful  reading  and  discussion,  lessons  72,  86,  89*,  103,  125,  142. 
For  rapid  reading,  lessons  67*,  107,  168.  Lesson  142  to  be  mem- 
orized. 


114  EIGHTH  GRADE  DIVISIONS 

Conversation — See  C  Assignment. 

Language  and  Grammar — The  passive  voice.    Review  of  con- 
jugations and  prepositions.     Review  of  syntax. 
Translation — See  C  Assignment. 
Composition — See  C  Assignment. 

ARITHMETIC 
C     Assignment 

Review  Seventh  Grade,  Walsh,  pp.  387-394;  Dubbs',  pp.  98- 
107;  Fractions,  Denominate  Numbers,  Interest. 

Walsh,  pp.  415-430,  Algebra. 

Walsh,  pp.  310-328;  Ratio,  Proportion,  Partnership.  Omit 
p.  322. 

Dubbs',  Section  IV,  Lesson  I,  44  problems;  Lesson  II,  15 
problems;  Lesson  III,  25  problems. 

B     Assignment 

Leading  topics  besides  the  reviews : 

Involution,  Evolution 

Applications  of  Square  Root;  Square,  rectangle,  triangle. 

Mensuration 

Areas :     triangle 

Areas:     quadrilaterals,  rectangle,  square,  trapezoid 

Areas :     circle 
Lesson  V,  entire. 
Lesson  VI,  *8.    Rest  good  later. 
Lesson  VII,  13  to  26,  also  1-4. 
Walsh,  pp.  430-440,  Algebra. 

Walsh,  pp.  328-358.  Omit  pp.  337,  338,  346,  347,  348,  349,  351, 
352,  353. 

Walsh,  problems,  pp.  365-366.    Omit  numbers  16,  18,  19. 
Walsh,  problems,  pp.  395-415.     Omit  on  page  402,  numbers 
3,  6,  8,  20,  25,  50,  71,  124,  126,  129,  137,  142. 

Dubbs',  Section  VI,  lesson  V,  17;  lesson  VI,  8. 
Dubbs',  Section  VII,  lesson  I,  omit  numbers   11,   12,    13,   14, 
15,  16,  17,  18,  24,  26. 

A     Assignment 

Leading  topics  besides  the  reviews : 

Mensuration  :     Surface :     right  triangular  and  rectangular 

prisms  and  cylinders. 

Volume :     right  parallelopipedon  and  cylinders 
Algebra — page  430 


EIGHTH  GRADE  DIVISIONS  115 

Dubbs',  Section  IV,  lesson  12.  Many  problems  can  easily  be 
algebraically  solved.  Omit  numbers  6,  10,  22,  26,  32,  35,  36,  42, 
53,  55,  57,  60,  61,  62,  66,  67,  68,  71,  74,  85,  87,  89,  90,  94,  97,  98, 
100,  102,  104,  105,  106. 

Walsh,  346,  347,  348,  351. 

General  Review.  Algebra  and  Arithmetic  of  first  and  second 
terms  with  stress  laid  on  mechanical  work. 

Business  Forms  assigned  to  writing  period. 

WRITING 

Movement  drills 

Arm  movement  in  all  written  work 

Speed  tests 

Business  forms,  notes,  drafts,  etc. 

U.  S.  HISTORY 
C     Assignment 

Mace's  History,  pp.  198-294  inclusive.  Paragraphs  313,  315, 
317,  319  and  320  are  optional. 

B     Assignment 

Mace's  History,  pp.  295-385  inclusive.  Paragraphs  411,  424, 
425,443,444,445,446,447,448,449,450,451,452,457,  464,  465, 
469,  470,  471,  473  and  476  are  optional. 

A     Assignment 

Mace's  History,  pp.  386-469  inclusive.  Paragraphs,  502,  505, 
506,  507,  508,  509,  510,  511,  512,  513,  514,  515,  521,  524,  526,  527, 
557,  558,  559,  560,  573,  574,  582,  583,  584,  585,  590  and  591  are  op- 
tional. 

Note — The  teacher  will  make  use  of  the  questions,  and  sugges- 
tions for  collateral  reading  found  in  the  appendix  to  the 
Mace  History. 

The  questions  will  be  found  helpful  to  pupils  in  the  prepara- 
tion of  the  lesson. 

In  the  recitation,  teacher  will  use  both  topical,  and  question- 
and-answer  methods.  No  one  method  should  be  persisted  in 
until  it  becomes  formal  and  monotonous.  Collateral  reading 
should  be  encouraged.  The  text  of  our  book,  however,  should 
be  thoroughly  mastered. 


116  'EIGHTH  GRADE  DIVISIONS 

GEOGRAPHY 
C     Assignment 

Natural  Advanced  Geography,  pp.  12-22;  pp.  129-133;  King- 
doms of  Italy  and  *Greece;  Empire  of  Russia. 

Carpenter's  Europe,  pp.  311-361  (Russia);  *381-392 
(Greece)  ;  392-428  (Italy). 

B     Assignment 

Natural  Advanced  Geography,  pp.  23  to  Winds,  25,  5-7,  135- 
143.  China,  Siberia,  Hindustan  and  Japan. 

A     Assignment 

Place,  Industrial,  and  Commercial  Geography  of  U.  S.  and 
Canada. 

First  eight  minutes  of  each  lesson  to  rapid  drill  in  place  ge- 
ography, limited  to  important  physical  features,  boundaries  and 
cities  of  the  U.  S.  in  particular  and  of  more  important  countries 
of  the  world  in  general. 

Review  of  U.  S.  with  regard  to  physical  features  and  cli- 
matic conditions,  determining  the  corn  belt,  wheat  belt,  cotton 
belt,  grazing,  fruit  growing,  lumbering,  mining,  manufacturing 
and  commercial  centers. 

Review  primary  industrial  processes ;  milling  of  cereals, 
meat  packing,  making  of  leather,  making  of  cotton  and  woolen 
cloth  and  the  making  of  iron  and  steel. 

Review  relations  and  trade  routes  between  different  centers 
of  production  in  the  U.  S.  and  trade  routes,  and  relations  between 
U.  S.  and  the  more  important  foreign  countries. 

To  avoid  needless  repetition  of  work  in  cases  where  there 
are  two  divisions  in  a  room — say  B  and  C,  and  the  B's  have  had 
the  C  Geography,  they  may  be  excused  from  the  subject  for  the 
term,  using  the  time  during  which  the  C's  are  reciting  as  a  study 
period,  preparing  such  lesson  as  will  best  fit  in  with  the  daily 
program. 

*  Topics  starred  are  optional. 

MUSIC 
All  Divisions 

Refer  to  Manual — "Music  in  the  Grades."  Review  funda- 
mentals. The  whole  matter  of  Key  and  Meter  signatures  should 
be  reviewed  daily  in  connection  with  the  music  lesson.  In  three 
and  four  parts  songs  the  music  is  so  arranged  that  alto  voices 
may  take  the  lower  part  with  bass  voices. 


EIGHTH  GRADE  DIVISIONS  117 

At  least  one  new  song  should  be  taught  each  month,  paying 
particular  attention  to  songs  with  bass  part.  There  being  only 
seven  exercises  for  the  year,  all  should  be  taught  in  order  of  as- 
signment. Commence  each  outline  on  the  first  of  each  month. 
Memorize  "God  Guard  Columbia,"  "Columbia,  the  Gem  of  the 
Ocean,"  "America,"  and  verses  1  and  4  of  the  "Star  Spangled 
Banner." 

Patriotic  songs  should  be  sung  in  unison,  all  other  songs  in 
parts. 

September  page  100  Exercises  1  to  11,  Song,  p.  101. 

October  "  100  Exercises  11  and  12,  Songs,  pp.  172, 122. 

November  "  103  Exercise  1,  Songs,  pp.  218,  129. 

December  "  103  Exercises  2  and  3,  Song,  p.  220. 

January  "  107  Exercises  1,  2  and  Solfeggio,  Song,  p.  200. 

February  "  109  Exercises  1,  2,  Songs,  pp.  140,  150. 

March  "  121  Three-part  Exercise,  Song,  p.  252. 

April  "  151,  189. 

May  "  114,  152. 

June  "  100  Exercises  1  to  11,  Song,  p.  160. 

July  "  100  Exercises  11  and  12,  Song,  p.  236. 

August  "  103  Exercise  1,  Song,  p.  129. 

DRAWING  AND  APPLIED  ART 

Fall 

Draw  flowers,  fruit,  seed-pods.  Pencil.  Suggestions : 
Book  5,  pages  17,  19,  20,  21,  22,  26;  Book  6,  pages  20,  22,  73,  86; 
Book  7,  pages  22,  25,  27. 

Make  units  of  design  from  plant  forms.  Suggestions :  Book 
5,  pages  86,  90;  Book  6,  pages  67,  73,  75,  85,  86,  87,  92;  Book  7, 
pages  22,  99,  115,  116.  Arrange  a  sheet  of  these  units.  Save. 

Make  a  postcard  book.    Use  a  border  as  decoration. 

Winter 
December 

Make  a  book  cover  or  a  calendar.  Use  a  surface  covering  as 
decoration. 

January  and  February 

Draw  objects  in    different   positions.     Pencil.     Suggestions: 
Book  6,  pages  52,  53,  54,  55,  56;  Book  7,  pages  58,  59,  60,  61,  63. 
Draw  groups  of  objects.    Pencil  and  crayon. 


118  EIGHTH  GRADE  DIVISIONS 

Spring 

Draw  buildings.  Buildings  and  landscape.  Suggestions: 
Book  7,  pages  54,  55,  56,  57,  86,  96,  3,  4,  5. 

Interiors  of  buildings.     Perspective.     Decoration. 

Study  of  noted  buildings.  Suggestions :  Book  5,  pages  58, 
59,  62 ;  Book  6,  page  58 ;  Book  7,  pages  16,  62,  102,  103. 

Twigs  and  Flowers.  Pencil  or  crayon.  Suggestions :  Book 
5,  pages  21,  22,  26;  Book  6,  pages  20,  21,  86;  Book  7,  pages  25, 
27. 

MANUAL  TRAINING 

BENCHWORK— BOYS 

Drawing,  Design,  Study  of  Materials.    See  seventh  grade. 
Projects 

1  At  least  two  class  projects  requiring  careful  work  in  three 
dimensions :    Coat  rack,  towel  rack,  sleeve  board,  etc. 

2  Book  or  magazine  rack  for  table  or  wall.  Design  problem. 

3  Design  and  construction    of  furniture,    adapted    to    the 
needs  and  abilities   of    the    pupils:      Stools,    tabourets, 
stands,  tables,  chairs,  cabinets,  cases,  etc. 

HOUSEHOLD  SCIENCE— GIRLS 
C     Assignment 

Preservation  of  food:  Canning  peaches,  pears,  tomatoes, 
jelly,  sterilization. 

Preparation  of  such  combinations  of  food  as  could  be  used 
for  a  meal,  cream  soups. 

Laundry  work :  Removal  of  stains,  preparation  of  starch, 
washing  and  ironing. 

B     Assignment 

Flour  mixtures,  simple  desserts,  infant  feeding,  invalid  cook- 
ery, preparation  and  serving  of  breakfast. 

A     Assignment 

Cooking  in  fat:     Rice  croquets,  French  fried  potatoes. 

Salads :  Mayonnaise  dressing,  French  dressing,  a  season- 
able salad.  Lunch  Box. 

Fish:     Baked  and  boiled,  with  appropriate  sauces. 

Home  sanitation :  Plumbing,  cleaning  of  traps,  care  of  bath 
room. 


EIGHTH  GRADE  DIVISIONS  119 

Home  nursing:    Making  bed,  care  of  sick  room,  simple  treat- 
ment of  cuts  and  burns. 

Preparation  and  serving  of  luncheon  and  dinner. 
Ice  cream,  sherbet. 

PHYSICAL  TRAINING 
C     Assignment 

Lessons  I  to  VI  inclusive. 

Beginning  Sept.  5,  on  lesson  I,  devote  two  weeks  to  each 
lesson. 

B     Assignment 
Lessons  VII  to  XII  inclusive. 

A     Assignment 

Lessons  XIII  to  XVIII  inclusive. 
Games  as  contained  in  the  syllabus  of  games. 

Note — Whenever  possible,  conduct  all  gymnastics  and  games  in 
the  halls,  assembly  room  or  playground.  If  the  play- 
ground is  used,  about  half  time  should  be  given  to  games. 
Here  it  is  essential  to  take  only  the  corrective  exercises, 
which  are  on  the  front  of  the  card. 

PHYSIOLOGY  AND  HYGIENE 

See  special  syllabus  of  physiology  and  hygiene. 


A     000  085  701     1 


